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THEOLOGICAL EDUCATION 
IN AMERICA 


ROBERT L. KELLY, LL.D. 








The Institute of Social and Religious Re- 
search was organized in January, 1921, as the 
Committee on Social and Religious Surveys. 
[t conducts and publishes studies and surveys 
and promotes conferences for their considera- 
tion. The Institute's aim is to combine the 
scientific method with the religious motive. It 
cooperates with other social and religious agen- 
cies, but is itself an independent organization. 
The directorate of the Institute is composed 
of: John R. Mott, Chairman; Ernest D. 
Burton, Secretary; Raymond B. F osdick, 
Treasurer; James L. Barton, W. H. P. Faunce 
and Kenyon L. Butterfield. Galen M. Fisher 
1s Executive S ecretary. The offices are at 370 
Seventh Avenue, New Vork City. 






















THEOLOGICAL EDUCATION 
IN AMERICA 


A STUDY OF ONE HUNDRED SIXTY-ONE 
THEOLOGICAL SCHOOLS IN 
THE UNITED STATES AND CANADA 













By 
ROBERT L. KELLY, LL.D. 


EXECUTIVE SECRETARY, COUNCIL OF CHURCH BOARDS 
OF EDUCATION 


With a Foreword by 
Rr. Rev. CHARLES HENRY BRENT, D.D. 


| NEW oar YORK 


GEORGE H. DORAN COMPANY 








COPYRIGHT, 1924, 
BY GEORGE H. DORAN COMPANY 


THEOLOGICAL EDUCATION IN AMERICA 


—_A— 


PRINTED IN THE UNITED STATES OF AMERICA 











A. Met TSY 2S 


Cimouca 92%, Crt 


‘cho 


“> 


LoARY 
~ bo \\ = 


FOREWORD 


By Tue Rr. Rev. CHARLES HENRY Brent, D.D. 


~ 


gare: 


= Rr. Rev. CHARLES H. BRENT, 


D.D., Chairman, Buffalo, 
N.Y. 

PRESIDENT Ropert J. ALEY, 
Indianapolis, Ind. 

DeAN CuHarRLeEs R. Brown, 
New Haven, Conn. 

PRESIDENT WALLACE But- 
Trick, New York, N. Y. 


. PRoFEssoOR JOHN M. CoUuL- 


TER, Chicago, Ill. 
PRESIDENT L. L. DOGGETT, 
Springfield, Mass. 


_: PrrncipaL Danie J. FRa- 


SER, Montreal, Can. 
Rev. J. W. Grauam, To- 
ronto, Can. 


‘© PresIDENT FRANK P. GRAVES, 


% 


Albany, N. Y. 

EAN Paut B. Kern, Dallas, 
Tex. 

OFESSOR J. L. KESLER, 
Nashville, Tenn. 


Chairman of the Advisory Committee of the Survey of Theo- 
logical Education in America 


In the framing of their plans for the study of ministerial 
training in America, and in general criticism of their manu- 
script, the authors have had the assistance of an Advisory 
Committee whose members were selected for their intimate 
acquaintance with the seminary or general educational field. 
The members of the Advisory Committee, including myself, 


ProFressor K. S. LAtour- 
ETTE, New Haven, Conn. 
PresipeENT W. D. Mac- 
KENZIE, Hartford, Conn. 
BisHop THomAS NICHOLSON, 

Chicago, Ill. 
PRESIDENT GEORGE W. RICH- 
ARps, Lancaster, Pa. 
Proressor G. A. JOHNSTON- 
Ross, New York, N. Y. 
PRESIDENT J. Ross STEVEN- 
son, Princeton, N. J. 
Rev. Henry H. Sweets, 
Louisville, Ky. 
PRESIDENT W. 'O. THOMP- 
son, Columbus, O. 
Proressor V. G. A. TRESS- 
LER, Springfield, O. 
PRESIDENT WILBERT W. 
Wuire, New York, N. Y. 
PRESIDENT NATHAN R. 
Woop, Boston, Mass. 


[v] 


977974 











FOREWORD 


The Advisory Committee has followed the work of this 
study with interest and approval. That work has been a 
laborious undertaking, carried through with untiring patience 
under the skillful leadership of Dr. Robert L. Kelly and his 
associates, Miss Lura Beam and Dr. O. D. Foster. The 
study has been pursued with scientific thoroughness and with 
complete freedom from partisan bias. We believe that it 
will be of real service to those responsible for training men 
for the ministry. 

At the suggestion of the Advisory Committee, the Commit- 
tee on Social and Religious Surveys, now the Institute of 
Social and Religious Research, authorized the convening of 
seminary men at central points to hear and discuss the find- 
ings of the study before those findings should be put in final 
shape for publication. Eleven such conferences were held 
in the following cities: Chicago, Hartford, New York, Phila- 
delphia, Nashville, Cleveland, Montreal, Toronto, Vancouver, 
Berkeley and Minneapolis. At these conferences, which proved 
most helpful, representatives were present from nearly all the 
principal seminaries of the United States and Canada. 

The study raises such questions as the following: 

I. Are seminaries as constituted today effective in fur- 
nishing the churches with competent pastors and prophets? 
If not, why? 

2. Are seminaries producing a high grade of scholarship 
such as will fit men for academic leadership as well as for 
the pastoral office? 

3. What is the relation of the seminary to the university? 

4. Are the curricula of the seminaries covering the whole 
field of responsibility of the ministry today? 

5. What types of ministerial character are created by the 
seminaries ? 

The work speaks for itself and merits a thoroughgoing 
study. The graphic charts alone are of sufficient value to 
justify the labor and time expended on this volume. 


[vi] 





INTRODUCTION 


This study grew out of the widely-held belief that the 
machinery and the methods used in educating Protestant 
ministers were inadequate. It was asserted that the number 
and the quality of ministerial candidates had been on the de- 
cline for some time and that the churches faced a crisis 
because of the real or the prospective dearth of leaders. 
Many opinions were expressed as to the causes of this state 
of affairs thus generally conceded to exist, and many remedies 
were suggested; but few reliable and no comprehensive facts 
were available. Both the diagnoses and the prescriptions were 
based upon ‘guesses. No thoroughgoing study of the semi- 
naries had ever been made. It was in the belief that a pains- 
taking investigation of the seminaries and a careful presen- 
tation of the results might be helpful in increasing the number 
and bettering the quality and distribution of Christian 
ministers, that the study was undertaken. 

The members of the Committee !on Social and Religious 
Surveys, which has since become the Institute of Social and 
Religious Research, had such considerations in mind when 
they authorized the study. They were aware that a number 
of preliminary studies of a partial character had been made 
under the auspices of the Young Men’s Christian Association, 


_ the Council of Church Boards of Education, and especially the 


American Education Survey Department of the Interchurch 
World Movement. They authorized the utilization of all such 
material and gave instructions as well for a de novo approach 
to the entire problem of ministerial training, not only in all 
the seminaries in the United States and Canada engaged in 
training white Protestant ministers, but in the Bible and Re- 
ligious Training Schools. 

The executive and associate secretaries of the Council of 
Church Boards of Education, who jointly had been responsible 


[vii] 








INTRODUCTION 


for the Interchurch study, were invited to direct this more 
comprehensive one. The Committee also authorized the ap- 
pointment of an advisory committee and of a special edu- 
cational counsellor, and later provided for the holding of 
regional conferences in various parts of the United States 
and Canada at which phases of the survey report were 
presented for discussion. 

It is now three years since the study was begun. The 
elaborate schedules of the Interchurch Survey, which called 
for data on every phase of the theory and practice of the 
seminaries and training schools, were condensed and a new 
approach to the schools was made through schedules. There 
was general agreement, however, that the study should be 
more than statistical; and it was provided, therefore, that per- 
sonal visits should be made by representatives of the study to 
not fewer than one hundred institutions. While these were 
the chief means of gathering new data, numerous other means 
and information sources were utilized—the reports of the 
United States ‘Bureau of Education, the yearbooks of the 
churches, special studies and the catalogues and other printed 
matter of the institutions under consideration. All these data 
were organized and tested with the assistance of trained tabu- 
lators. As a further safeguard, much of the material having 
to do with details was submitted to the institutions for possible 
correction, and all of it was passed upon by numerous critics. 
The amount of the material was so great that it became neces- 
sary to eliminate that relating to the training schools and to 
present in this book only data bearing upon the topics desig- 
nated by the headings of the chapters. 

Manifestly, some perspective will be required at times on 
the part of the reader. An attempt has been made to keep 
up with the march of events however by submitting at the end 
of the book descriptions of about one hundred seminaries, ap- 
proved by them as statements of fact for the year 1922-23. 
The reader with the professional or technical interest will find 
in the Appendix many of the tabulated data, often greatly 
condensed, upon which the subject-matter of the book is based. 


[ viii | 








INTRODUCTION 


The original data have been preserved and may be available for 
more intensive study. 

The book deals confessedly with more or less surface in- 
dications. While recognizing the deeper spiritual influences 
operating in the making of ministers, it necessarily attempts 
to set them forth only as those influences may be objectively 
manifested. Certainly no more important problem is now 
confronting us than that of the adequate preparation of our 
spiritual leaders; and certainly there was never a time in the 
history of the world when greater demands were placed upon 
the Christian ministry. This book attempts to present statis- 
tical and other data that have been carefully gathered ‘and 
fearlessly interpreted, and suggestions and even tentative 
conclusions that have gone through the fires of criticism from 
many educational and religious experts. 

The men responsible for the training of our ministers form 
a heroic group. Often they work under great limitations and 
in the midst of manifold difficulties. They are men of de- 
votion and of faith; and if this book shall stimulate them in 
any degree to renewed enthusiasm in their task, if it shall 
awaken in the large constituency they serve a more intelligent 
interest in the problems of ministerial training, it will have 
achieved its primary purpose. 

ele ise 


[ix] 

















ACKNOWLEDGMENTS 


The director desires to make acknowledgment primarily to 
Miss Lura Beam and Dr. O. D. Foster, who have worked with 
him with unstinted devotion from the beginning of this study 
to the end. Much of the original manuscript was prepared by 
them. All of it is the joint work of these two persons and 
the director, who must be considered chiefly responsible for 
the material here presented. Within the office of the Council 
of Church Boards of Education, the director and his asso- 
ciates were assisted by Miss Olive Dunn and'Mrs. Virginia 
Merritt, tabulators, and by the Misses Esther Foster and 
Martha T. Boardman, secretaries. 

While it is impossible to give the names of all who have 
made constructive suggestions in the production of this book, 
special reference should be made to the active assistance 
rendered by a number of the members of the advisory com- 
mittee and by Dr. Paul Monroe, the educational counsellor. 
Numerous seminary presidents, professors and board mem- 
bers in the United States and Canada have given helpful 
criticism. Without the cordial cooperation of the seminaries 
themselves, and a host of sympathetic co-laborers, the amass- 
ing and editing of the material would have been quite im- 
possible. 

Finally, we extend a word of hearty appreciation to the 
members of the Institute of Social and Religious Research, to 
the business administrators, Mr. Galen M. Fisher and Mr. J. 
I’, Zimmerman, and to the editorial staff, Mr. Stanley Went, 
Mr. R. W. McCulloch, for the uniform courtesy which has 
characterized the valuable contributions they have made to 
this composite product. 


[xi] 














CONTENTS 


ForEworD By THE Rt. Rev. CHARLES HENRY BRENT, 


IIIT RIM Uren 8 i Nc erie ih ie a MO 
EIEN BATONS TS eh ON ea ie cats 


CHAPTER 


I A Brier HIstToriIcAL SKETCH Cai titee Nie ngs el 2 


Il Tue EpucaTIONAL EQUIPMENT AND METHODS 
LE SEMIN ARIES 2H), Genie Cee iba) 


BME ROGRAMS OF STUDY . 6 ie eel. 


iwc ROGRAMS OF STUDY (Continued) . . . ©. 


9 EEG 9S SO RRS RS a A can DA AR 
Dee INANCES AND PROPERTY «(<3 08 fee 
a PROBLEMS _ ° e ° ° J J °° J 


VIII Onr HunpDRED Serine erES 3 OPI rin Moe Gre bey Nd 


APPENDICES 
SISTER NING THE LATA oles Gd) a lihreh he Ne 


ESET EMSA ae oy ie CPEs Oe Ci ew pregenn oy 1a) Pog 


INDEX e e ° ® le, e 2. 2%, ® e ° ° ° ° 


XU1 


PAGE 
V 
Vil 
XI 


23 


28 
61 
103 


Dae 


210 


238 


403 
406 


447 

















II 


III 


IV 


VI 


VII 


Vill 


IX 


CHARTS AND MAPS 


CHARTS 


Educational Program of Union Theological Seminary, 
Richmond, Virginia, 1920-1921. A. Semester Hours 
Advertised and Taught. B. Semester Hours Earned 


Educational Program of Southern Baptist Theological 
Seminary, Louisville, Kentucky, 1920-1921. A. Se- 
mester Hours Advertised and Taught. B. Semester 
Hours Earned . Pate 


Educational Program of Reformed Presbyterian Theo- 
logical Seminary, Cedarville, Ohio, 1920-1921. 
A. Semester Hours Advertised ‘and Taught B. Se- 
mester Hours Earned . : 


Educational Program of New Ghiceh Renita 
School, Cambridge, Massachusetts, 1920-1921. A. 
Semester Hours Advertised and Taught B. Semester 
Hours Earned . ic 


Educational Program of utes Theological Seminary, 
New York City, 1920-1921. A. Semester Hours Ad- 
vertised and Taught. B. Semester Hours Earned 


Educational Program of Boston University School of 
Theology, Boston, Massachusetts, 1920- a A. Se- 
mester Hours Advertised and Taught. . Semester 
Hours Earned . 


Educational Program of ein Theological Seminary, 
New York City, 1920-1921. A. Semester Hours Ad- 
vertised and Taught. B. Semester Hours Earned 


Educational Program of Western Theological Semi- 
nary, Pittsburgh, Pennsylvania, 1920-1921. A. Se- 
mester Hours Advertised and pacer B. Semester 
Hours Earned . ‘ 


Educational] Program of ae College 2 He Bible, Te 
ington, Kentucky, 1920-1921. a Semester Hours 
Advertised and Taught. B. Semester Hours Earned 


Educational Program of Oberlin Graduate School of 
Theology, Oberlin, Ohio, 1920-1921. A. Semester 
Hours Advertised and Taught. B. Semester Hours 
NTA RUS Bethe Peiiee-r i Ocikey | 0 Pn ane Beam Yaar 

[xv] 


113 


114 


115 


116 


117 


11g 


I2I 


123 


124 


125 





XI 


XII 


XIII 


XIV 


XV 


XVI 


XVII 


LE 


ITI 


IV 








CHARTS AND MAPS 


Educational Program of Evangelical School of Theol- 
ogy, Reading, Pennsylvania, 1920-1921. A. Semester 
Hours Advertised and Taught. B. Semester Hours 
Harned Sit veiys Wey fon ina a ie me eS to” 


Educational Program of Meadville Theologicn Sem- 
inary, Meadville, Pennsylvania, 1920-1921. A. Se- 
mester Hours Advertised and saat B. Semester 
Hours Earned 


Earning Power of the Dergeee ae Greek in Eleven 
of the Twelve Theological Seminaries Considered, 
TO2ZO#IQ2T ee he eye cee ake ha 


Earning Power of the Department of Hebrew oa 
Cognate Languages in Ten of the Twelve ae ss 
Considered, 1920-1921 


Percentage of Students in Seminaries from Colleges on 
The American Council of Education List ‘ 


Seminary Classification of Students with College Train- 


INSUEIOSTA TO 220 eee 0 er ee 
Enrollment Tendency, oles “1923 0.) «(a 
MAPS 


Distribution of 2,686 Students in ay Seven Theo- 
logical Seminaries, 1920-1921 ; 


Proportion of Theological Students hivige in Each 
State . 


Seminary Students from Ohio in Seminaries af Other 
States 


Students from Other Gene in Ohio Theologica Seri: 
naries ; : 


Colleges Represented in Theological Seminal by 
Twenty-five or More Students .°, “(0 ee 



















PAGE 


126 


127 
130 


131 
163 


165 
173 


155 
156 
158 
159 


162., 











TABLES 


PAGE 


I Garrett Biblical Natt ate Evanston, Teka! 


Program .:. 68 

II General Theological Seminary, New York City Ra 
cational Program . . 70 

III Lutheran Theological Seminary, Mt. Airy, Pa, aa 
cational Program . . 72 

IV Oberlin Graduate School of Theology, Oberlin, Ohio— 
Educational Program. . 74 

V_ Princeton Theological Seinen ecto N. I 
Educational Program. . . eae 7O 

VI Rochester Theological Seminary, mcchetce N. y— 
Educational Program. . . 79 

VII Union Theological aa) New York City Educa 
tional Program. . 82 

VIII Program in Semester eat 5 Selected Seminaries, 
2 0 Ges 87 

IX Earning Power of the Department of Church History 
in Twelve Seminaries . . 128 


X Earning Power of the Sere of English eens 
and Systematic Theology in Twelve Seminaries . 130 


TABLES IN APPENDIX 


Theological Seminaries in the United States and Canada, 
DIT ATU OR ess SDE grin SE oy Str odl eo: oe. toe gt year ee 4OO 


Enrollment, Baccalaureate Degrees, 1922-1923, and Gradu- 
ates, 1922, in Theological Seminaries in the United States 


0 SURAT ET Fh i aware Gar Okan sain ete cea IS 
Sources of Degrees in 139 Theologica Seminaries eas 

Moer=1022 = «>. 416 
City Church Material Advertised by eS Seminaries, ae 

SS ae 422 
Rural Church Maia: Vere By 103 Seminaries, oe: 

1923 e s ® e e » ® e e s © ® 423 


eet 








rat 


eR Tale eh 


TABLES 


The Church and Industry Material nae by 103 ye 
naries, 1922-1923... mee 


Missions Material Advertised by 103 Theological Seminaries, 
1922-19230, busine 


Evangelism: Material Advertised by 405 Theological Semi 
naries, 1922-1923 


Religious Education Material ‘Advectioed S 103 Theological 
Seminaries, 1922-1923 . . oi! tee 


Courses and Semester Hours ‘Adgorded by Denacerere 
of Systematic Theology in Two Groups of Seminaries 


Rank of States in Ministerial Students 


Students in Theological Seminaries Whose Homes Are in 
Foreign Countries, 1920-1921 


Financial Reports of Theological Seminaries in Thousands 
of Dollars, 1920-1921. . eo. ew 


[xviii] 


PAGR 
425 
426 
420 
430 


436 
440 


439 











ILLUSTRATIONS 


These illustrations all follow page 202 
St. George Street Entrance and Dining Hall, Knox College, Toronto 
Southern Baptist Theological Seminary, Louisville, Ky. 
Presbyterian Theological Seminary of Kentucky, Louisville, Ky. 
New Church, Cambridge, Chapel and School Building 
San Francisco Theological Seminary 
- The Missions Building, Drew Theological Seminary 
Main Dormitory Building, Crozer Theological Seminary 
Bethany Bible School 
Church Divinity School of the Pacific 
Bible Teachers Training School, New York 
Dining Hall of Burwash Hall, Victoria College, Toronto 
Dining Hall, Auburn Theological Seminary 
Cambridge Common Room, Andover Theological Seminary 
Calvin Payne Hall, Princeton 
Classroom, Bethel Theological Seminary 
Classroom, Iliff School of Theology 
Gymnasium, Bangor Theological Seminary 
Student’s Room, Rochester Theological Seminary 
Reference Room of New Library, Western Theological Seminary 
Library, Crozer Theological Seminary 
Willard Chapel, Auburn Theological Seminary 
Chapel, Berkeley Divinity School, Middletown, Conn. 


Helen Stadiger Borhels Memorial Chapel, Moravian Theological 
Seminary, Bethlehem, Pa. 
[xix] 














THEOLOGICAL EDUCATION 
IN AMERICA 

















THEOLOGICAL EDUCATION 
IN AMERICA 


CHAPTER I 
A BRIEF HISTORICAL SKETCH! 


The history of theological education in America really had 
its beginning in the Old World. The earliest colonists looked 
to the fatherland for their ministers. Young men came thence 
already equipped, while others returned thither to prepare for 
the sacred calling. The demand soon became so great, how- 
ever, that the development of an indigenous system of educa- 
tion—modeled on the plan of the mother country—was ob- 
viously imperative. The minister being the teacher of the 
community, his education was indispensable. Intellectual and 
spiritual decay threatened the settlers when they could no 
longer draw an adequate supply of educated ministers from 
the centers of culture of the Old World. 

/ Higher education on the American continent had its be- 
ginning, therefore, in the impulse to bequeath to subsequent 
(generations a worthy ministry. Evidence of this is still to be 
read on the Harvard gateway, in the quaint lines here quoted: 


After God had carried vs safe to New England & wee had 
bvilded ovr hovses provided necessaries for ovr livelihood reard 
convenient places for Gods worship and settled the civill govern- 
ment one of the next things wee longed for and looked after was 


*This is a brief sketch of seminary development. Well-known sources 
have been drawn upon freely. It does not concern itself with the ap- 
prenticeship system, prevocational work in colleges, biblical and religious 
training schools, conference methods of ministerial education, or the in- 
cipient developments of schools of religion in the tax-supported uni- 


versities. 
[23] 





THEOLOGICAL EDUCATION IN AMERICA 


to advance learning and perpetvate it to posterity dreading to 
leave an illiterate ministry to the chvrches when ovr present min- 
isters shall lie in the dvst. 


In 1636 Harvard College was established as a result. The 
motive for founding this first institution of higher learn- 
ing in America was, it appears, primarily to provide for the 
churches a ministry ‘with a liberal education. Naturally, 


students other than those preparing for the ministry attended; 


but all were required to take the same course of study, which 
was constructed along liberal lines for a definitely vocational 
purpose. The course given included mathematics, logic and 
rhetoric, as well as Latin, Greek, Hebrew, and the “Divinity 
Subjects.” After 1765 one lecture was given weekly on 
“Positive and Controversial Divinity,” and another on “Cate- 
chetical Exercises on the Preceding Lecture.” In the latter 
part of the eighteenth century the requirement of divinity sub- 
jects from all students in Harvard College was modified and 
finally withdrawn. This separation led to rapid and unex- 
pected developments. 

Harvard College was from an early date the center of the 
more liberal party in Puritan church theology, and in 1808 
the growing cleavage between the two wings of the Congre- 
gational body in Massachusetts led to the foundation of a new 
and separate theological seminary at Andover. The reasons 
for the founding of Andover were predominantly theological. 
Harvard and Andover at this stage were prophetic of what 
was to follow. ) 

The first published catalogue of Harvard contained nothing 
but the names of the students in attendance and was pub- 
lished at the expense of the students themselves. In 1810 
the Andover catalogue or pamphlet also contained the names 
of the faculty, which was composed of three professors. The 
separate Congregational divinity school was now well launched. 
The attendance soon outstripped that of the mother school. 

At Harvard, after a period of many years of gradual de- 
velopment, a final step was taken in 1819 which established 
the divinity school as a distinct—though not independent— 


[24] 
























A BRIEF HISTORICAL SKETCH 


department, when the corporation recognized the theological 
department, or faculty of theology of the university. This 
faculty was composed of the president and four professors 
holding chairs of theology, Hebrew, sacred literature, and pas- 
toral theology. A separate divinity building was erected in 
1825. 

Since so many of the early colleges were founded with the 
same intent as Harvard, its beginnings have been described 
somewhat in detail. The history of the origin and growth of 
others cannot be traced here, but a somewhat similar story 
could be told of most of the Colonial colleges. 

But Andover was not the first separate theological school. 
The Dutch Reformed church established the first separate 
seminary in America at Flatbush, Long Island, New York, 
in 1774. The United Presbyterians ten years later called into 
being in Ohio what now survives as Xenia Theological Semi- 
nary in St. Louis, Mo. In 1810 the Reformed Presbyterians 
started their first school at Pittsburgh. In 1812 the Presby- 
terian Church in the United States of America, after two 
or three years of study of the needs, organized at Princeton 
its first school for ministers. In 1814 the Congregationalists 
established Bangor, their second separate seminary. In 1816 
the Lutherans at Hartwick, N. Y., planted their first seminary 
in this country. In 1819 the Baptists founded Colgate at 
Hamilton, N. Y., their first theological institution. In 1822 
the Protestant Episcopal church inaugurated its first seminary, 
in the city of New York. In 1839 the Methodists launched 
in Vermont their first seminary, which in 1867 became the 
Boston Theological Seminary. Four years later, under a new. 
act of the legislature, it became the earliest department of the 
newly chartered Boston University. It was in 1866 that the 
Congregationalists established the first divinity school on the 
Pacific Coast. Five years later the Presbyterians founded 
a seminary in the same region. The other communions, one 
by one, have more recently planted their schools of the Prophets 
on the western shores of our country. 

An interesting phase of this development is recorded in 
the “Western” seminaries, which are monuments to the ad- 


[25] 


















THEOLOGICAL EDUCATION IN AMERICA 


vance of t.2 frontier. The name “Western” stretches across 
the continent beginning as far east as Pittsburgh. Each 
seminary so tiamed when established was “out where the West 
begins.” This line of schools symbolizes the American pioneer 
spirit. 

Protestant seminaries for the training of ministers have 
increased in number until there are today in the United States 
131 institutions called seminaries by their supporting con- 
stituencies. Some are detached, others are affiliated with 
colleges and universities. There are thirty theological colleges 
in Canada. Most of the better known schools are affiliated 
with the stronger churches. A much larger number than now 
survive have succumbed in the struggle for existence. During 
the last twenty years a score of seminaries have been founded, 
seven of these within the last decade, two of them in 1921. 

In general these schools followed the models already estab- 
lished in America; but some of them continued the process of 
drawing inspiration and form from the original European 
sources. This tendency, together with the tendency toward 
isolation from the universities, led to the development of types 
of schools not closely related to American life and the Ameri- 
can church. 

The seminaries as a class have not become wealthy. Two 
have fixed assets of more than $5,000,000 each. Two others 
have each from $3,000,000 to $5,000,000; two from $2,000,- 
000 to $3,000,000; fourteen from $1,000,000 to $2,000,- 
000; nineteen from $500,000 to $1,000,000; thirteen from 
$250,000 to $500,000; twelve from $100,000 to $250,000, 
and each of the others less than $100,000. A few have virtually 
nothing. Some have large endowments and depend upon the 
income for their maintenance, while others depend largely if 
not entirely upon church assessments and annual contributions. 
Most of them have inadequate financial support. Almost all 
are calling for more funds. 

In general they are located in centers of population. Thirty- 
four are in cities having each a population of 500,000 or 
more; thirty-five in cities ranging from 100,000 to 500,000; 
twenty-five in cities ranging from 20,000 to 100,000; twenty 


[26] 





A BRIEF HISTORICAL SKETCH 


in cities of from 5,000 to 20,000; eighteen in places of from 
1,000 to 5,000 and the rest are in the open country or in vil- 
lages of less than 1,000. 

In the establishment of seminaries, a careful study of the 
field to determine the best location has been rare. The feel- 
ing of need has usually been recognized either locally or 
regionally, rather than nationally. Donors have in certain in- 
stances determined the location of seminaries chiefly for busi- 
ness and personal considerations. Several seminaries have, 
for various reasons, changed their locations, e.g., Andover, 
McCormick, Xenia, New Brunswick, De Lancey, Chicago and 
others. 

The tendency toward some form of university affiliation 
is now quite marked. This practice is general in Canado 
the United States it has been manifest particularly at Ber. 
Cal., Chicago, Ill, and Cambridge, Mass. Harvard q. 
Andover recently united. Is this action also prophetic? 

A few of the detached seminaries are now setting the goal 
for themselves of a theological university where all types of 
ministerial training, using the term in a comprehensive sense, 
may be carried on on a graduate basis. 

Other seminaries hold to the conception of a detached in- 
stitution with a relatively simple and definite program, pur- 
sued intensively. In ideals and methods they have much in 
common with the small college. 

There is also an evident tendency toward differentiation of 
function among and within seminaries. There are indications 
that within the next few years much careful study will be given 
to the matter of the location of seminaries and to the ex- 
tension and distribution of their functions, as well as to the 
improvement of their quality and effectiveness. 


[27] 








CuHaPter II 


THE EDUCATIONAL EQUIPMENT AND. 
METHODS OF THE SEMINARIES 


No definition of a “seminary” is now attempted. In the 
Introduction, certain types of institutions are referred to 
under the term “seminary.’’ The name by which the institu- 
tion is designated by its authorities is accepted tentatively, 
and is included in the list of “seminaries.’’ There is, therefore, 
a wide variation among the seminaries with reference to 
every possible basis of comparison.* 

Forty-nine seminaries have from one to four full-time 
faculty members each; forty-two from five to seven; and 
twenty-eight from eight to twenty-two; three have no full- 
time faculty members. Forty-two per cent of the 123 Ameri- 
can seminaries reporting on this point have fewer than five 
full-time faculty members. Virtually half the full-time faculty 
members in these 123 seminaries are in forty institutions 
which approach the ordinary norms of educational efficiency. 
Most of the seminaries have each from one to nineteen part- 
time faculty members; the greater proportion of the part-time 
faculty members being in the smaller institutions. 

In the faculties of some seminaries there are teachers and 
preachers of rare scholarship, personality and effectiveness ; 
in others, faculty members possess few qualifications besides 
personal piety. Some seminaries have large endowments and 
admirable material equipment; others possess only the bare 
necessities of existence. Some are situated in the midst of 
stimulating academic environment; others are in isolated and 
remote regions, with few contacts of any sort. 

Because of this wide range in the status of the seminaries, 


1Table A, Appendix II, p. 406. 
[28] 


THE EDUCATIONAL EQUIPMENT 


there is constant difficulty in evaluation and unusual danger 
in generalization. The fundamental difficulty does not grow 
out of their number and variety, however, but is due to 
the absence of recognized standards of measurement and to 
the lack of organization, systematization and conscious unity 
among the seminaries. They have not usually been viewed, 
and have not at all viewed themselves, as parts of a whole. 
Their sense of membership one of another is not highly 
developed. 


Types of Seminaries 


In the interest of clarity in this exposition, it is well to 
indicate the differing characteristics of some types of semi- 
naries and schools thus spontaneously developed. This is not 
done with the purpose of preparing standardized lists, which 
purpose is foreign to this book. 

First, from the standpoint of the requirements set for 
matriculating students in the seminaries in the United States: 

(a) There are the seminaries that require, and that pro- 
fess to require, college graduation for admission. They are 
the graduate seminaries. The total number cannot be stated 
accurately. Sixteen announce college graduation as required 
for admission; eighteen for admission to the degree course; 
ten require “college graduation or the equivalent”; and six- 
teen “college graduation with exceptions.” A number of 
these seminaries have developed departments or schools which 
offer opportunity for further study to men who have received 
the B.D. or the S.T.B. degree. About twenty-five such insti- 
tutions have each in residence ten students or more? of this 
kind. 

(b) There is a second class which requires some college 
work—usually two years at the least—for admission. The 
number in this class is about six. 

(c) About fourteen seminaries require high-school gradu- 
ation or its equivalent. 

(d) Finally, there are fifteen institutions that appear to 


*Table B, Appendix II, p. 412. 
[29] 








THEOLOGICAL EDUCATION IN AMERICA 


adhere to no definite scholastic standards for admission. Cer- 
tain standards are “preferred,” “desired” or “expected.” In 
this group are the Southwestern Baptist Theological Seminary® 
(Texas), which reports an enrollment last year of 796 resi- 
dent students and 917 in the extension department, and the 
Southern Baptist Theological Seminary (Kentucky), which re- 
ports 685 resident students.* 

Again, an approach’ toward a loose classification of semi- 
naries may be made in terms of the requirements of the great 
standardizing agencies. For instance, of the 131 seminaries 
in the United States, twenty-two are departments of colleges— 
usually detached and denominational colleges.® These col- 
leges, for the most part, are below standard. Specifically, of 
the twenty-two colleges having seminary departments, only 
seven have been approved by one or mcre of the great stand- 
ardizing agencies: the North Central Association of Col- 
leges and Secondary Schools, the Association of Colleges and 
Secondary Schools of the Southern States, the Association of 
Colleges and Preparatory Schools of the Middle States and 
Maryland, and the Association of American Universities. This 
means that they are lacking in one or more features such as 
adequate plant, equipment, curriculum, faculty, student en- 
rollment. 

Of the 131 seminaries in the United States, twenty-nine 
are located near, and in some instances are affiliated with, in- 
stitutions approved by the four standardizing agencies named 
above. While these seminaries have not themselves been tested 
by the standardizing agencies, they are in all cases contiguous to 
and presumably influenced by institutions to ;which specific 
educational standards have been consciously and successfully 
applied. 

In the case of the Canadian seminaries, they are generally 
located in groups affiliated with universities, and their educa- 
tional requirements, although in some respects differing from 


* Of the 796 resident students, 279 are “applicants for degrees.” 

*Of the 685, 416 are men, whether candidates for degree is not stated. 
In both these institutions there are many college graduates. 

*Table A, p. 400. 


[30] 





THE EDUCATIONAL EQUIPMENT 


those in the United States, have been or are being definitely 
worked out. 


The Control of the Seminaries 


There is general agreement as to the theory of the control 
of the seminaries, although many methods are used to put 
the theory into operation, There are twenty-eight seminaries 
whose boards of trustees are the same as those of the college 
or university with which the seminary is affiliated. In most 
of these cases the colleges and universities are in turn affiliated 
with definite denominations. Besides these, there are eighteen 
seminaries that have self-perpetuating boards of trustees. The 
boards of trustees of all other seminaries are elected either by 
the general church body or by local church conferences, or 
have self-perpetuating boards with important limitations, or 
in the case of the few remaining seminaries have more com- 
plicated but no less denominational methods of election. 


THE AMERICAN THEORY OF INSTITUTIONAL CONTROL 


The almost universal theory of control of colleges and uni- 
versities in the United States is that there should be twc 
fundamental agencies: a board of trustees and a faculty. A 
board of trustees, under standard conditions, is made up of 
a small number of men, most or all of whom may fairly 
be called amateurs in education; while the faculty is supposed 
to be a group of relatively specialized experts. It is generally 
assumed that the group of amateurs who constitute the trustees 
will have a more intimate appreciation of the needs of the 
community in general and of the alumni in particular, than 
will the men who are pursuing essentially academic work. It 
is supposed also that these amateurs will be better equipped 
than the faculty members for the prudential management of 
the finances of the institution, more skillful and experienced in 
making investments, and in expenditures. It is assumed, again, 
that they are likely to be in a position to assist directly and 
indirectly in the collection of money for the promotion of 


[31] 








THEOLOGICAL EDUCATION IN AMERICA 


the enterprise. Sometimes, particularly when the board of 
trustees is large and unwieldy, it is deemed advisable to have 
a separate board of three or five especially equipped members 
entrusted with power to make investments. 

It has been pointed out from time to time that the prominent 
citizens who compose boards of trustees are often too old, and 
too full of the affairs of the world to give the most adequate 
attention to the problems of the college, and they are likely 
to rely quite largely upon executive recommendations. Ex- 
perience also teaches that the alumni members are likely to 
bring to the board the standards of their own days in college 
and to represent special interests supposed to be dear to the 
hearts of the old students. It has been objected that if the 
faculty members are not able to assist at least in the interpre- 
tation of the needs of the community and to determine the 
general educational policy of the institution, they are not fit 
to be faculty members. ) 

It has generally been agreed, therefore, that under the best 
conditions the chief functions of the board are financial and 
regulative, not executive or administrative. The educational 
work of the college in the best institutions is left, except in 
most general outline, with the president and faculty, who are 
expected in ideal circumstances, to be especially equipped for 
their task and to work in concert. They have general control 
of the programs of study, the regulations for admission and 
graduation, the time-schedule, and all student relations. Under 
such conditions the chief executive officer—the president or 
dean—represents the institution before the public, reconciles 
and adjusts conflicting claims of professors and departments, 
exercises, with the faculty, large but not absolute power in 
choosing teachers and formulating policies, and in general is 
the regular nexus between faculty and board. 

Recent years have brought numerous refinements of these 
general presuppositions, most of which look toward democrati- 
zation of control; the faculty, the alumni, and the students 
are taking a hand more and more in the processes of govern- 
ment. In general, perhaps, as cases of academic freedom are 
dealt with, there is a tendency to approximate really, though 


[32 | 


THE EDUCATIONAL EQUIPMENT 


not formally, to the European system of large faculty di- 
rection, although within restricted fields the students are ex- 
ercising their “inalienable rights of self-determination.” 


APPLICATION OF THIS THEORY TO THE SEMINARIES 


When it comes to making application of this theory to the 
seminaries, it may be noted that independent control is rare 
and interdenominational control is virtually unknown. An ap- 
proach to interdenominational control has been secured among 
the colleges affiliated with McGill University, Montreal. Speak- 
ing of them as a class, the seminaries are denominationally 
controlled. Since most of the seminaries are expected to 
interpret the genius, and to train men to interpret the genius, 
of a certain denomination, the machinery of control is con- 
structed with a view to securing this result. While not closing 
their doors to members of other denominations, most seminaries 
function primarily to develop leaders for their own denomina- 
tions. In not a few seminaries, all or nearly all of the students 
in each belong to a single denomination. 

Outside of the small group of undenominational seminaries, 
the number of seminaries that approximate by their charter 
requirements to the usual forms of academic control is small, 
and even most of those with self-perpetuating boards have 
important limitations. Usually these limitations require sub- 
scription to the faith of, or membership in, a given denomina- 
tion, or unit of the denomination. There are also numerous 
instances of such stipulations as that board members shall 
not be residents of the town where the seminary is located, or 
shall be “native-born citizens’, which indicate at least that 
no recent modifications in charter requirements have been 
made. 

In Canada, each theological college is under the supervision 
of three bodies: (1) the faculty; (2) the board of manage- 
ment, composed mostly of laymen, with a few representatives 
of the clergy, having in hand the financial interests of the 
institution ; (3) the senate, composed of theological professors, 


[33 | 








THEOLOGICAL EDUCATION IN AMERICA 


university professors, ministers and laymen. The last-named 
group is entrusted with all academic matters. 

The typical American seminary board of trustees, aside from 
those affiliated with colleges and universities, is made up 
largely of ministers. A few have small boards,® but the 
boards are often large. One board’ has 112 members, of 
whom sixty-nine are ministers; another has forty-eight 
members, of whom twenty-seven are ministers; a number 
have thirty-nine, forty, forty-one, or forty-two members, 
often with a half or a majority ministers. The average num- 
ber of board members in eighty cases, not counting those 
related to universities referred to previously, is twenty-one. 
Quite a number of the seminaries have two boards of con- 
trol, the second one usually being smaller, sometimes ap- 
pointed by the primary one and largely made up of laymen 
and charged with financial phases of seminary management. 

It occasionally happens that the denomination whose partic- 
ular genius one of these seminaries is designed to interpret, 
instead of relying on a board or on boards of trustees and a 
faculty whose members have been selected as indicated above, 
takes upon itself, through its highest ecclesiastical agency, not 
only the appointment of the board of trustees—which plan, 
by the way, in avoiding local church politics has sometimes 
proved highly beneficial—but the nomination of faculty mem- 
bers as well, and the oversight of the plant and of the educa- 
tional program. In other cases, the faculty members are 
elected not by the board but by the ministerium of the affiliated 
churches, to whom the faculty in such an instance is directly 
responsible. Neither the board nor the faculty determines the 
policy of the institution. Historic cases may be cited in which 
nominations of faculty members have been made and elections 
carried through after vigorous campaigning in the public 
sessions of the denomination’s highest stated gathering. 


*Concordia Theological Seminary, Springfield, Ill, has three trustees. 
There are six members on the board of Garrett Biblical Institute. The 
board of the Episcopal Theological School, Cambridge, Mass., consists of 
nine members, all laymen. 

*The Southern Baptist Theological Seminary, Louisville, Ky. 


[34] 


THE EDUCATIONAL EQUIPMENT 


Ecclesiastical Relations of Faculty Members 


Of 120 seminaries reporting, sixty-one stipulate adherence 
to specified denominational standards; sixteen require mem- 
bership in some “evangelical church” with or without addi- 
tional qualification (preference for a particular denomination 
usually expressed) ; twenty-eight report some definite form of 
pledge or doctrinal declaration required of faculty members. 
Ten or twelve distinctly assert that they require no definite 
ecclesiastical or doctrinal connection or declaration from their 
faculty. In certain cases, the practice of the school in these 
particulars is more liberal than the charter requirement would 
indicate. In a few cases from four to seven denominations 
are represented in the faculty. In Harvard Theological School 
eight communions are represented, including one Catholic and 
one Jew. The following statements are drawn at random 
from seminary catalogues. 


TYPICAL STIPULATIONS AND DECLARATIONS 


Among the requirements legally stipulated for faculty mem- 
bers, the following will serve as illustrations: 

The signing of the Thirty-nine Articles and the signing of 
and allegiance to the synod (Bishop’s College). 

Acceptance of the doctrines and standards of the church 
of England in Canada (Wycliffe College). 

The faculty members shall be “Missionary Baptists” (South- 
western Baptist Theological Seminary), 

It they—faculty members—come to differ seriously with the 
New Hampshire Confession, they will voluntarily withdraw 
(The Kansas City Baptist Theological Seminary). 

Pledged to accept the Bible as the Word of God, the Augs- 
burg Confession, and Luther’s Small Cathechism (Lutheran 
Theological Seminary). 

Our professors all subscribe to the Augsburg Confession 
(Susquehanna University, School of Theology, Hartwick 
Seminary, and other Lutheran seminaries ). 


[35 ] 








THEOLOGICAL EDUCATION IN AMERICA 


Must subscribe to the Lutheran Confessions as found in 
“The Book of Concord” (Evangelical Lutheran Seminary). 

Must teach a modified Arminianism (Bonebrake Theological 
Seminary). 

In hearty sympathy with the doctrinal standards of the 
Methodist Episcopal church (Garrett Biblical Institute ). 

Must be members of the Methodist Episcopal church (Drew 
Theological Seminary). 

Unitarians preferred (Pacific Unitarian School for the 
Ministry). 

Loyalty to Presbyterian confessions of faith, catechism 
and form of government (McCormick Theological Seminary, 
Presbyterian Theological Seminary at Omaha, San Francisco 
Theological Seminary). | 

Must be sound on Calvinism (Reformed Presbyterian 
Theological Seminary, Ohio). 

Subscription to declaration of justification by faith (Epis- 
copal Theological School, Cambridge). 

Members of the Presbyterian church and assent to West- 
minster Confession (Queen’s Theological College). 

Same as ordination vows of Lutheran ministers ( Wart- 
burg Theological Seminary). 

Member of the Church of the Brethren (Bethany Bible 
School). 

Must belong to our church (Theological Seminary of the 
Finnish Evangelical Lutheran National Church of America). 

Members of the faculty must be Baptists (Crozer Theolog- 
ical Seminary, Rochester Theological Seminary). 

Must be fully ordained clergyman in the Protestant Episco- 
pal church, except in case of instruction in elocution and music. 
(Protestant Episcopal Seminary in Virginia). 

The following is a catalogue statement in introduction to 
courses in New Testament theology: 


The old-line doctrines are thoroughly believed, of course, and 
remembering these perilous times, an earnest effort is made by 
the professor to ground the students firmly and forever in the 
fundamental teachings of the inspired New Testament. 


[36 | 


THE EDUCATIONAL EQUIPMENT 


In a number of cases the denominational or ecclesiastical 
attitudes sought are guaranteed by the stipulated signing of cer- 
tain pledges, sometimes with impressive ceremony, by the in- 
coming faculty member. These pledges cover a wide range — 
and are administered in a variety of ways as a few illustra- 
tions will show: 

One charter provides: 


Every professor shall at the time of the next annual meeting 
of the Board after he enters upon his duties, be publicly in- 
stalled, and shall deliver an address appropriate to the occasion, 
and shall make the following declaration: 


“I do solemnly profess and declare in the presence of God and 
the Directors of the Presbyterian Theological Seminary in Ken- 
tucky that I receive the Westminster Confession of Faith and the 
Catechisms of the Church as containing the system of doctrine 
taught in the Holy Scriptures, and that I will not teach anything 
contrary to the standards common to both the Presbyterian 
Church in the United States of America and the Presbyterian 
Church in the United States, according to the Charter of this 
Seminary.” 


A catalogue statement used in connection with this pledge 
affirms : 


No seminary in any church has a history more conspicuous for 
soundness in the faith, requires and enforces from its professors 
stricter vows of conformity in their teaching to the system of 
doctrine found in the unamended Standards of the Presbyterian 
Church in the United States, and has in its Charter and Constitu- 
tion more effective steps by which, if any departure from ortho- 
doxy should ever take place, immediate and effectual redress may 
be had at will by the General Assembly of our Church, 


Another Charter provides that: 


The Seminary shall rest upon the Divine Word of the Old and 
New Testament Scriptures as the absolute Rule of Faith, and the 
Confessions of the Evangelical Lutheran Church as in conformity 
with that Rule. 

Each professor at his inauguration obligates himself to conform 
his teaching to the Word of God and the Confessions of the 


[37] 








THEOLOGICAL EDUCATION IN AMERICA 


Evangelical Church. The churchly character of the institution iS 
safeguarded by the provision that its Directors must be elected 
by the Ministerium of Pennsylvania upon nomination of the 
Board of Directors. : 


The formula which the professors of the Theological Semi- 
nary of the Reformed Church in America at New Brunswick, 
N. J., are required by the constitution of the Reformed Church 
in America to sign is as follows: 


We, the underwritten, in becoming Professors of Theology in 
the Reformed Church in America, do by this our subscription 
sincerely and in good conscience before the Lord declare that we 
believe the Gospel of the Grace of God in Christ Jesus as revealed 
in the Holy Scriptures of the Old and New Testaments and as 
set forth in the Standards of the Reformed Church in America. 
We believe that these Standards agree with the Word of God, 
and we reject all errors which are contrary thereto. We promise 
that we will diligently teach and faithfully defend the doctrines 
contained in the said Standards and that we will not inculcate or 
write either publicly or privately, directly or indirectly, anything 
against the same, and that we will exert ourselves to keep the 
church free from such errors. 

Should it happen that any objections against the doctrines in 
the Standards of the Church arise in our minds, we promise that 
we will not either publicly or privately propose, teach or defend 
the same by preaching or writing until we have first fully revealed 
such objections to the General Synod to whom we are responsible, 
that our opinions may receive a thorough examination in that 
body. We hold ourselves ready always to submit to the judgment 
of the General Synod, under penalty of censure or deposition from 
our office in case of a refusal, reserving to ourselves the right for 
a rehearing or a new trial in case we conceive ourselves aggrieved 
by the sentence of the Synod, without disturbing the peace of the 
Church pending such trial. We promise furthermore to be always 
willing and ready to comply with any demand from the General 
Synod for a more particular explanation of our sentiments re- 
specting any article in the Standards. 


The following “basic principles” are in point here: 


The following are basic principles of Scripture teaching on 
which correct biblical interpretation must necessarily rest. The 
School of Theology of Juniata College firmly believes in these 
fundamentals and emphasizes them in her teaching: 


[38] 


THE EDUCATIONAL EQUIPMENT 


(1) The Divine authority and the full and complete inspira- 
tion of the whole of the Old and New Testament Scriptures, 

(2) The Deity of our Lord Jesus Christ. 

(3) The Doctrine of the Trinity. 

(4) The Fall of Man and his consequent depravity and the 
necessity of the New Birth. 

(5) The sinless life of Jesus Christ, Atonement in His blood 
which was shed for sin, and His personal Resurrection. 

(6) Justification by faith in our Lord Jesus Christ. 

(7) Regeneration by the Holy Spirit. 

(8) The Personality of the Holy Spirit and as the Divine 
Paraclete, the Comforter and Guide of the People of God. 

(9) Sanctification through the Word and the Spirit. 

(10) The Personal and Visible Return of our Lord Jesus 
Christ, the Resurrection of the Dead, and the last Judgment. 
(Juniata College Bulletin, April, 1922, p. 48.) 


Some of the seminaries have no such published stipulations 
but in practice select men with reference to theological point 
of view or denominational relationships. On the other hand, 
some seminaries with rigid legal requirements, in practice put 
upon them a more liberal interpretation than the requirement 
would seem to indicate. 

The Hartford Seminary Foundation has incorporated in 
its by-laws a statement of faith which was adopted in 1912 
by the Pastoral Union of Connecticut, and this is submitted 
to all persons who are invited to become members of the faculty 
of any of the schools. It is a positive statement of evangelical 
faith. No signature is required. 


Article I, Section 3, reads: 


No assent to the distinctive doctrines or practices of any de- 
nomination of Christians shall be required of trustees, instructors 
or students in any of the schools of this corporation. 


Union Theological Seminary in New York requires a 
declaration of loyalty to the principles and purposes of the 
founders, although this is not considered as doctrinal. Article 
II of the constitution “the Faculty,” contains the following 
section: 


[39] 








THEOLOGICAL EDUCATION IN AMERICA 


Every member of the Faculty on entering upon his office, im- 
mediately after the reading of the Preamble adopted by the 
Founders on the 18th of January, 1836, shall make the following 
declaration in the presence of the Board: 

“I promise to maintain the principles and purposes of this insti- 
tution, as set forth in the Preamble adopted by the Founders on 
the 18th of January, 1836, and in the Charter granted by the 
Legislature of New York on the 27th of March, 1839, and ac- 
cepted by the Board of Directors on the zoth of December, 1839.” 


As illustrating another method of expressing the seminary 
policy, the Divinity School of the University of Chicago an- 
nounces to its students a vote of the board that: 


It is necessary that the Divinity School be conducted in accord- 
ance with the methods and ideals of the University, in which is 
included freedom of teaching on the part of instructors. 


In practice, a large majority of the professors are Baptists. 
One of the provisions of the Harvard Theological School 
constitution is: 


Every encouragement (shall) be given to the serious, impartial 
and unbiased investigation of Christian truth, and no assent to the 
peculiarities of any denomination of Christians shall be required 
either of the instructors or the students. 


As indicating the care used by some seminaries to hold 
their work within definite channels, some pledges required of 
students are cited: 


Before being admitted to the Seminary every student shall, in 
the presence of the Faculty, subscribe to a written declaration to 
the effect that while he is a student in the Seminary he will regu- 
larly, punctually and diligently attend upon all the instructions of 
the Professors and promptly comply with all lawful requisitions 
of the Faculty, and be subject to their lawful authority; that he 
will honestly conform to all regulations of the Seminary and that 
he will not propagate any opinion in opposition to the principles 
of the United Presbyterian Church. (Xenia Theological Semi- 
nary Catalogue, 1922, p. 30.) 


New students are received on probation for three months and 
then may be matriculated. Before matriculation each student is 
required to subscribe to the following pledge: 


[40] 


THE EDUCATIONAL EQUIPMENT 


“I solemnly promise that so long as I remain a student in this 
Theological Seminary, I will, with the help of God, faithfully and 
diligently attend all recitations, lectures, and instructions intended 
for me; that I will conscientiously and vigilantly observe all the 
regulations which are set forth in the Constitution and By-Laws 
of the Institution; and that I will pay due respect and obedience to 
the Professors, and treat my fellow-students as brethren.” (South- 
ern Lutheran Theological Seminary Catalogue, 1921, Ditee) 


The Equipment in Personnel 
EDUCATIONAL ADMINISTRATION 


The seminaries as a group not only have few administra- 
tive officers, which might be explained by the fact of their 
small faculties, but they have done little in the development 
of administrative functions. The office of dean, except where 
it is practically equivalent to president or principal, has not 
as a rule been highly developed. Sometimes the name is car- 
ried without the function. There are not many officers who 
could be compared with the “deans of the faculty” or with 
the “deans of men” of other institutions. 

Union Theological Seminary in New York has a full-time 
officer who performs the functions of dean of students and 
registrar. It is possible for principals and registrars in the 
Canadian colleges to devote necessary time to educational 
administration because of the unusual grouping of the col- 
leges about the university. In the interdenominational 
arrangement at Montreal, this is facilitated further by the 
achievement of a large cooperating theological faculty which 
carries on, in a central building known as Divinity Hall, no 
less than seven-eighths of all of the teaching which formerly 
was offered by the four theological colleges.§ 

Most seminaries in the United States, since they work 
independently so far as other seminaries are concerned and 
are too small for the maintenance of full-time administrative 
officers, have necessarily relied for the development of ad- 





*For a full discussion of the methods of affiliation of Canadian theo- 
logical colleges with the University of Toronto and McGill University 
cf. Christian Education, Vol. V., No. 10, (July, 1922). 


[41] 








THEOLOGICAL EDUCATION IN AMERICA 


ministrative functions upon faculty members engaged chiefly 
in teaching. Besides, there are numerous faculty advisors of 
students who work unofficially and effectively. There are very 
few seminary registrars ® with time and facilities to meet the 
present-day standards in other educational fields. Some 
methods of the so-called registrars are most primitive. Some- 
times the registrar even in institutions of relatively large 
enrollment is also the secretary to the president or dean, and 
nominal head of the library. The libraries are not generally 
administered on a basis of modern educational efficiency. A 
few seminaries have officers charged with the educational super- 
vision of work within and without their walls. The practical 
work done by students in the field for the most part is un- 
observed and uncriticized except in most random fashion. 
The few seminaries that have field supervisors do not have 
a sufficient staff to cover the field. 


‘FACULTY DEGREES 


In so far as higher academic degrees may serve as a 
measure of scholarship, the seminary faculties compare favor- 
ably with other institutions of similar educational rank. Among 
seminary professors there are, in unusual number, holders of 
earned degrees of the higher grade. About 500 faculty men 
with A.B. degrees, usually from standard colleges, hold also 
156 Ph.D. degrees and 340 B.D.s.1° In general they carry, 
without doubt, a disproportionate number of honorary degrees, 
often conferred by institutions without standing in the edu- 
cational, world. 

One-third of the total number of Ph.Ds reported by the 
seminaries were conferred by the University of Chicago, Yale 
University, and Boston University. Most of the B.D.s were 
conferred by Union, Boston, Yale, Princeton, the Divinity 
School of the University of Chicago, Rochester, Drew, Mc- 
Cormick, and other well-known seminaries. 





°Cf “The Work of a Theological Seminary Registrar,” Christian Edu. 
cation, Vol. V., No. 7, pp. 203 f. (April, 1922). 
2 See Table C, Appendix II, p. 416. 


[42 | 


THE EDUCATIONAL EQUIPMENT 


There are many M.A. degrees which have been conferred 
by the small denominational colleges that conferred the A.B.s. 
This situation is quite common in all the Southern, the 
Lutheran, 'and the Presbyterian U. S. A. seminaries; less 
common in the Baptist, North, and the Methodist Episcopal 
seminaries ; and least common in the seminaries with Congre- 
gational affiliations. All the Princeton Theological Seminary 
professors but four have the A.B. degree from Princeton 
University, and a decisive majority of their higher degrees— 
A.M.s, B.D.s, and Ph.D.s—are from Presbyterian schools. 
The Divinity School of the University of Chicago builds ‘its 
teaching staff largely from its own former students. 

A summary of the situation would not be complete without 
reference to the large number of degrees from European in- 
stitutions. This applies especially to the Canadian seminaries. 
The figures do not cover all cases and undoubtedly understate 
rather than overstate the facts as to both honorary and earned 
degrees. !This book does not attempt an evaluation of the 
subject-matter that led to these degrees. 


RETIRING ALLOWANCES FOR FACULTY MEMBERS 


The system of retiring allowances now operating in many 
other types of educational institutions has not been extended 
generally to the seminaries. Meadville Theological Seminary 
has led the way in adopting the contractual plan of retiring 
allowances of the Teachers’ Insurance and Annuity Association 
of America (Carnegie). In this respect! it stands with a group 
of seventy-eight universities and colleges “whose scale of 
salaries represents the most extraordinary rise in the compensa- 
tion of any professional group, which has ever been known.” 14 
Western Theological Seminary of Pittsburgh, in conjunction 
with the Presbyterian Ministers’ Fund of Philadelphia, has 
adopted a plan by which each professor upon retirement at 
the age of seventy will receive one-half his salary. The New- 
ton Theological Institution retires professors at seventy on one- 
third salary if they have served the institution fifteen years. 


heres 
™ Seventeenth Annual Report, Carnegie Foundation, 1922, 


[43 ] 








THEOLOGICAL EDUCATION IN AMERICA 


The Divinity School of the University of Chicago shares in 
the retiring allowance program of the university. 

The tendency to retain men in the seminary faculties beyond 
the period of their greater usefulness is owing perhaps to 
causes other than financial. The older men are generally 
thought to be better able to interpret the traditional denomina- 
tional genius and they have established themselves most 
securely within the ecclesiastical organization. That this situa- 
tion is interfering with the educational program of certain 
seminaries is certain. 


RESEARCH 


Not many seminaries make any claim that their faculties 
have time or equipment to carry on research work. No semi- 
nary studied reports that its dominant interest is in the pro- 
motion of research. All seminaries in common with law and 
medical schools consciously hold to a vocational purpose. Sev- 
eral hundred students have been enrolled in the advanced 
courses of the institutions connected with universities. The 
Divinity School of the University of Chicago announces that 
its instruction falls into two types: vocational and research. In 
the Harvard Theological School about one-half of the faculty 
are engaged in research. The General Theological Seminary 
and the Western Theological Seminary (Pittsburgh) report 
each four research workers on part time. Queen’s Theological 
College says that all of its faculty members are more of 
less engaged in research work. Southwestern Baptist Theolog- 
ical Seminary reports that one professor is absent each year 
on research work. A dozen others report a limited amount of 
such work. In some seminaries as high a grade of research 
has been done as in any of the graduate schools of the country. 
On ninety-eight schedules received there are no data on this 
point. 

Some ‘seminaries report as research types of study which 
evidently are not characterized by critical scholarship or 
scientific method. Very few seminaries possess adequate 
libraries or laboratories of the traditional kind for research 
and the community as a laboratory for research is ‘rarely 


[44] 





THE EDUCATIONAL EQUIPMENT 


utilized even in these. Certain types of first-hand study of 
community problems in both the urban and rural field are 
being projected in a few instances. There is, among numer- 
ous seminaries, a growing appreciation and use of the scientific 
method. 

PRODUCTIVE SCHOLARSHIP 


There is great activity on the part of the faculties of the 
better-equipped seminaries, and of some of those not so well- 
equipped, in the writing of books and professional and denomi- 
national literature.12_ Long lists of titles are furnished by no 
fewer than thirty-eight seminaries. As many more report a 
limited amount of such work. Many members of the faculties 
of leading seminaries, and some members of the faculties 
of those less well-known, are listed in “Who’s W ho in Amer- 
ica” on the strength of their publications. These titles are 
limited largely to historical and exegetical subjects. The 
seminaries have not assumed conspicuous leadership in the 
application of modern educational theory to religion, in in- 
terpreting from a Christian standpoint the modern problems 
of democracy, in working out a metaphysics in the light of 
the startling developments of the day in the various phases 
of science. 

SABBATIC LEAVE 


It is evident that the custom of granting sabbatic leave 
has not yet been introduced generally into the seminaries. 
Trinity College, Toronto, reports that it has placed before 


“Other men have preferred to engage in civic affairs. A professor of 
history in one of the seminaries for thirty years has been active in making 
history in his state and community. During this time he has served as 
president and member of the executive committee of the city Council of 
Churches; member of the Board of Park Commissioners; member and 
president of the Municipal Art Society; member of the City Plan Com- 
mission; member of the Emergency Unemployment Committee, 1921-22; 
member of the Chamber of Commerce and Chairman of Joint Committee, 
white and colored, making a survey of the Negro residents of the city ; 
member of the executive committee of the Charity Organization Society ; 
member of the board of trustees of the Farm School; member of the 
board of trustees of the state Junior Republic; president of the city golf 
club; member of the Twentieth Century Club; member of the Get- 
Together-Club; member of the executive committee of the Near East 
Relief Fund and Red Cross during the War. 

[45] 








THEOLOGICAL EDUCATION IN AMERICA 


itself the ideal of one year’s leave of absence to each mem- 
ber of the staff who has completed ten years of service. The 
Rochester and Southwestern Baptist seminaries grant leave 
with salary to not more than one teacher each year; Union 
Theological Seminary (New York) the Pacific School of Re- 
ligion, and the Pacific Unitarian School for the Ministry 
grant leave the seventh year with salary. The last-named 
stipulates the requirement that the time be spent in study. 
Boston University School of Theology, Harvard Theological 
School, and the General Theological Seminary grant leave 
of absence every seventh year on half-pay. Bethany Bible 
School grants leave every fourth year or its equivalent, but 
without salary. Bangor, Bonebrake, Crane, Hartford and 
Oberlin have made a beginning on a system of sabbatic leave. 


THE TEACHING LOAD 


The median number of hours a week professors teach 
is about the same as that in the good colleges; distinctly 
higher than that in the best graduate schools. In ninety-two 
seminaries the median of the maximum hours of teaching 1s 
thirteen. In Union (New York) the maximum is eight and 
minimum six; in Chicago both the maximum and minimum are 
eight. In extreme cases among those reporting, the maximum 
runs as high as twenty-five or thirty. Many seminaries place 
their maximum at twelve to eighteen. In certain large semi- 
naries there are reported classes of from 250 to 280 students 
each, with no provision for clinical or tutorial work. Sixty- 
eight seminaries gave no data on the subject. ; 

In numerous instances the professors attempt to teach too 
many subjects; sometimes other duties are added to a heavy 
teaching program, as is apt to be the case in any sub-standard 
school. One principal was found attempting to teach five 
classes a day, to act as librarian and religious director, and 
to look after details in general. One exceptional professor 
teaches forty classes a week, his subjects being Hebrew, Ger- 
man, systematic theology, New Testament exegesis, and his- 
torical theology. Another teaches mathematics, natural science, 


[46] 





THE EKDUCATIONAL EQUIPMENT 


history, sociology, and church music; another, Latin, English, 
the fundamentals of religion, Old Testament exegesis, Old 
Testament introduction and comparative religions; and still 
another, philosophy, pedagogy, Greek, homiletics, pastoral 
theology and liturgics. These are extreme cases of overload- 
ing within the seminary precincts. 


FULL-TIME AND PART-TIME TEACHING 


Much of the time of seminary professors, whether they 
teach on a full-time or a part-time basis, is consumed in such 
types of field work as preaching,!* lecturing and other forms 
of public service. Most seminaries report some degree of 
activity in these lines on the part of from one to all of their 
faculty members. Among an enlarging group of seminaries 
the dangers to scholarship in the abuse of this system are being 
recognized and methods of control are being introduced. On 
the other hand, some very effective teaching is now being done 
in the seminaries by men active in the ministry who give 
part of their time to the seminary. They bring to the work 
a freshness and a directness of the highest value. 


PROFESSIONAL SOCIETIES 


Virtually all of the best-known seminaries are represented 
through their faculty members in the professional societies. 
The larger seminaries report many such memberships. Some 
list no fewer each than seven, eight, nine and ten such socie- 
ties represented in their faculties. Hartford Theological Semi- 
nary names sixteen. Among the associations named are the 
Society for Psychical Research, the American Association for 





“The Southwestern Baptist Theological Seminary makes this report of 
practical work: Practical work of the faculty, evangelists and student 
body for the year beginning May 31, 1921, and ending May 1, 1922, 
430 reporting: 1,138 revival meetings, 15,970 sermons, 100,170 addresses, 
6,109 Sunday School classes taught, 86,846 visits, 13,952 professions of 
faith, 14,661 additions to churches, 563 volunteers for special service, 
94 Sunday schools organized, 109,790 tracts distributed. A supplementary 
financial report is appended: personal remuneration, $66,124; local church 
expenses, $22,671; church improvement, $14,824.75; seventy-five million 
campaign, $118,945. 

[47] 











THEOLOGICAL EDUCATION IN AMERICA 


the Advancement of Science, the Society of Biblical Literature 
and Exegesis, the Archeological Institute of America, Ameri- 
can Philosophical Society, the American Economic Associa- 
tion, the American Historical Society, the American Oriental 
Society, the American Antiquarian Society, and the American 
Society of Church History. The large membership in these 
societies from theological seminaries indicates a commendable 
socializing tendency on the part of their faculty members quite 
in excess of the usual corporate tendency of seminaries. If 
seminaries do not readily make contacts among one another 
and with other types of educational institutions, their faculty 
members individually are readily drawn into academic and 
professional relations of specialized character. 


LOCAL CLUBS 


In addition to this type of learned societies with which the 
seminary professors connect themselves for culture and de- 
velopment, there are a number of local clubs and societies 
which serve the like purpose. For example, there is maintained 
at the Divinity School of the University of Chicago a New 
Testament Club, an Old Testament Club, a Semitic Club, a 
‘Theological Club, etc. These are of high grade and are sig- 
nificant in the intellectual and scholastic development of the 
faculties. It is before these clubs, and largely for them, 
that the bulk of the articles later published in technical jour- 
nals are read. The papers are discussed and criticized, then re- 
written and published. This means, with such a group of pro- 
fessors and graduate students, that the quality of work doné 
is of the same grade as that of the so-called learned societies, 
and in most cases indicates more active participation on the 
part of the members generally. The number of institutions 
maintaining such clubs, however, is small. They are usually 
found only in great university and seminary centers such as 
Boston, New York and Chicago. The rank and file of the 
smaller schools and many of the larger ones do not have the 
opportunity to take advantage of such cultural agencies. Some 


[48] 











THE EDUCATIONAL EQUIPMENT 


clubs extend their privileges to members of faculties from 
neighboring institutions. 


Academic Measurements 
ENTRANCE REQUIREMENTS 


Another serious difficulty in the effort of the seminaries to 
establish and maintain worthy educational standards is their 
inability to set and enforce high or even approximately uni- 
form entrance requirements. Relatively few seminaries 
scrutinize carefully the academic preparation of incoming 
students in terms of standards usually prevailing elsewhere. 
Some provision is usually made for all applicants. Matricu- 
lation is seldom on the basis of selected subjects—except Greek 
—previously studied, or standards of proficiency attained. 
Harvard Theological School asserts that virtually all of her 
students have been honor men, though not all have been grad- 
uates. In case the number of credits is not sufficient, students 
are often admitted with conditions. Last year over 50 per 
cent of eighty seminaries reporting so admitted students.14 
The value of credits is seldom challenged in terms of gener- 
ally accepted measures, except when students apply for ad- 
vanced standing. Certain well-known seminaries grant ad- 
vanced standing of a year or more for college undergraduate 
work.*® The custom of granting the A.M. degree in one 
year and counting this work also for the B.D. is rather prev- 
alent. A few seminaries decline to duplicate credit in any of 
these ways. The total result is that within most seminaries 
there are in the same classes students who have had a great 
diversity of academic preparation,?® 

* Fifty-three additional schedules made no reply to this question. 

* Nine seminaries accept from twenty-four to thirty-two semester hours 
of college credit; seven accept from ten to eighteen semester hours; six 
say they grant “full credit’; three, “half-credit”; forty-one state that 
they grant no credit. Fifty-seven seminaries make no reply upon this 
Pee The presidents of the church colleges of the Protestant Episcopal 
church recently passed resolutions charging laxity in the enforcement of 


academic standards in certain seminaries and urging proper preliminary 
training for the ministry. 
[49] 








THEOLOGICAL EDUCATION IN AMERICA 


Among certain communions there is a common practice 
of determining by designated ecclesiastical authority who shall 
be admitted to the seminaries. These authorities determine 
and apply the conditions for admission. The seminaries take 
the students who have ecclesiastical approval. The matter of 
passing on the intellectual qualifications of matriculates is not 
in seminary hands. There is an abuse of this plan which 
allows men who could not be admitted in the ordinary way 
to enter the seminary after their ordination on the ground 
that the seminary is thereby “raising the standard of the or- 
dained ministry.” 

The occasional or frequent presence in any school of students 
of unwonted maturity is a common experience. Most schools 
justify the admission of such students. Because of them 
entrance “equivalencies” are stipulated to be substituted for the 
regular requirements. Most of the seminaries have more than 
their share of such students. Many of the men not only do 
not have the previous training usually demanded; they do not 
have the native ability to carry on successfully so important 
a task as that of the ministry. They are often mediocre men. 
In many cases they are men who have failed at other kinds 
of work. Too many seminaries admit them without careful 
investigation. Because of the lack of reciprocal courtesies 
among the seminaries, men may be denied admission or fail 
to do successful work in one seminary and be admitted to 
another. They are a heavy drag on the seminary that har- 
bors them; they are a detriment to the cause for which the 
seminary stands. They lower the standards of seminary 
training. 

Even among seminaries in which the best academic standards 
are maintained, the number that rigidly enforce the highest 
scholastic qualifications for admission is not large. Among 
the strictly graduate seminaries which admit only college grad- 
uates to the first year, there is no generally accepted definition 
of a college or list of colleges generally approved. Some semi- 
naries have their own individual lists of approved colleges. 
The seminaries affiliated with the University of Chicago de- 
pend upon the university examiner to apply the same academic 


[50] 





THE EDUCATIONAL EQUIPMENT 


regulations for admission that are applied to the other graduate 
schools of the university. The State Board of Regents of New 
York requires all seminaries under its jurisdiction to submit 
the complete academic history of candidates for graduation 
and students from undesirable colleges and secondary schools 
are refused. Many seminary students of graduate standing 
come from colleges that are weak in their work in languages, 
literature and science. 


PASSING GRADE 


It is manifestly impossible for the seminaries that are 
careless in their entrance requirements to enforce high stan- 
dards of work. The “passing grade’’ is notoriously flexible 
as well as low in many instances. A large number report their 
passing grade as 75 per cent. It is not possible to report 
on the professorial interpretation of the meaning of these 
grades,17 

Nearly one-half of the seminaries record failures of students 
to graduate during the last five years on account of academic 
standards, although in most cases the numbers are small. Two 
Anglican schools in Canada report failures to the extent of 20 
per cent. These students are not usually dropped but fail to 
obtain diplomas or other “testamur” or else are given second 
examinations. The highest American report of failure is ro 
per cent. In general, the percentage of failures, if any are 
reported, is much lower than in these cases. In some seminaries 
incompetent students are weeded out in early years. 


REQUIREMENTS FOR GRADUATION 


The time requirement of the ordinary seminary is three years 
of approximately thirty-two weeks each. During this time 
the student carries fifteen hours per semester and earns a 
total of ninety hours of credit. Union Theological Seminary 
(New York) requires a fourth year’s work for the degree, 





“ King’s College, N. S., requires 50 per cent. to pass, 60 per cent. for 
second class, 75 per cent. for first class. The Presbyterian College of 
Montreal, 40 per cent. to pass and 67 per cent. for B. D. 

[51] 











THEOLOGICAL EDUCATION IN AMERICA 


with one hundred and twelve hours of credit, but telescopes 
one year under certain conditions. In the Canadian theologi- 
cal colleges, with the exception of the Anglican which pro- 
vide for a longer session, lectures are given during twenty- 
two or twenty-four weeks, two or three weeks in addition. being 
used for examinations; but most of the students are engaged 
during the long vacation, in missionary work in the West and 
elsewhere under direction of denominational superintendents of 
missions. 

Many seminaries state that the college baccalaureate degree 
is a prerequisite for the bachelor of divinity degree, even if 
they admit men of less educational preparation for diploma 
courses, special work, etc. In contrast, the practice of others 
is confused by the provisions for exceptions in the admission 
requirements which vary the significance of the degree. In 
numerous cases the catalogue statements are contradictory or 
ambiguous. The bachelor of divinity degree, which ordinarily 
refers to a three-year seminary course, may be conferred upon 
candidates whose education ranges all the way from four to 
eight years beyond the high school. It may mean seminary 
graduation or it may mean a year’s work beyond graduation. 
Its standing as a symbol of scholarship has not been estab- 
lished.18 Sometimes the “hour” of recitation is forty or 





The Pacific Unitarian School for the Ministry requires for admission 
high-school or college preparation; and the B. D. degree may be earned 
in four years and is of the same academic grade as the A. B. The 
Th. B. is conferred on those holding the college degree. 

The Evangelical Theological Seminary admits upon high-school gradua- 
tion. The A. B. and B. D. may be had in five years in a combination 
course. 

Bethany Bible School requires two years of college work as a pre- 
requisite to a seminary course of four years, or college graduation for 
three years of seminary work. It grants the B. D., Th. M., A. M. in 
Theology, Th. D., and M. R. E. degrees. 

Colgate Theological Seminary, reporting forty-five students, says that 
only three were recruited from college. It confers the A. M., B. Th. 
(146 hours), and B.D. (218 hours). 

The Southern Baptist Seminary (Ky.) states that 20 per cent. of the 
students came from high or normal schools and 27 per cent. from the 
pastorate. For admission it requires “ordinary English education”; the 
degrees conferred are Th. G., Th. B., Th. M., and Th. D. 

The Southwestern Baptist Theological Seminary accepts high-school 
graduation for entrance; degrees granted are the Th. B., Th. M.) ByRo es 
and M. R. E. 


[52] 














THE EDUCATIONAL EQUIPMENT 


forty-five minutes, being estimated on a high-school basis. 
At the same time, in an increasing number of seminaries, the 
degree is granted not merely upon the completion of prescribed 
work but upon the successful passing of a rigid oral and 
written general examination. In such cases the B.D. has a 
high rank among degrees. 

The B.D. degree may be granted to a man who has studied 
one, two, three, or four “years” beyond college graduation. 


Distribution and Concentration 


This topic is referred to in more detail in Chapter IV. 
It may be said here that the entire course in many seminaries 
is outlined with definiteness and all the work is required of 
all students. In the seminaries that rank as graduate schools, 
some modification of the elective system prevails quite gen- 
erally. Some of the university seminaries offer as high as 
300 elective courses. Certain seminaries (Chicago and Yale) 
have adopted the group-system of classification of subjects. 
In these cases the student elects a group rather than individual 
subjects. Chicago, Boston, Oberlin, Garrett, the Biblical 
Seminary in New York, and some others are distinguished for 
holding to the major-minor system, the major carrying, for 
instance at Chicago, four hours a week for a quarter and 
the minor four hours for half a quarter 

Many one- and two-hour courses are given at virtually all the 
seminaries both in the United States and Canada. This is not 
true of those organized on the major-minor basis. In Yale, 
for instance, to make up the fifteen hours of full work, a 





Bangor Theological Seminary requires for admission, college, high-school 


| or academy diploma, or individual merit; it confers the B. D. degree 


upon certain conditions, one of which is the degree of A. B., or an 


equivalent degree: this, however, may be obtained after the theological 
- course is ended. 


Atlanta Theological Seminary advises that students may enter the fresh- 


- man class of Piedmont College and the junior class of the seminary at the 


Same time, provided they are high-school graduates. “Those who take 
the full course in Piedmont and the final year in Atlanta will be entitled 
to the degree of B. D.” 

Mercer University School of Theology confers the Th. G. and Th. B. 
upon students who are twenty years of age, without any stated educa- 
tional prerequisite. 

[53] 











THEOLOGICAL EDUCATION IN AMERICA 


student must take from eight to eleven subjects at one time. 
In some of the seminaries a student might carry fifteen 
different subjects at one time. 

The current catalogue of Yale Divinity School shows three 
four-hour courses, twenty-eight three-hour courses, seventy- 
seven two-hour courses, given throughout the year ; forty-seven 
two-hour courses given for one semester , forty-five one-hour 
courses given throughout the year, thirty one-hour courses 
given for one semester. This then will make the equivalent 
of one hundred two-hour courses throughout the year and of 
sixty one-hour courses throughout the year. At Hartford, in 
the regular theological course offerings, there are sixty-two 
one-hour courses, thirty-two two-hour courses, and thirty-five 
three-hour courses. 

In the Princeton Theological Seminary general course there 
are fifty-three one-hour courses for the year, and seven for 
a half-year; two three-hour courses throughout the year, and 
one four-hour course throughout the year. 

At Harvard Theological School there are eight one-hour 
courses, fifty-three two-hour courses, and seventy-five three- 
hour courses, although the significance of this is lessened in 
view of Harvard’s general examination required for gradu- 


ation. 





Financial Limitations 


The educational status of the seminary is determined in 
considerable degree by the financial limitations under which 
most seminaries operate. These limitations most seriously 
affect the professorial salaries and the library and other forms 
of material equipment. The matter is discussed at some length 


in Chapter VI. 


Methods of Teaching 


The seminaries, along with other types of higher institutions, 
need thoroughly to inspect their teaching methods. The pre- 
vailing methods now in use are the lecture method and the 


[54] 





THE EDUCATIONAL EQUIPMENT 


textbook method. The lecture method is in common use in 
nearly all the seminaries. 

While neither of these methods, unless well supplemented, 
is adapted to develop most effectively the resourcefulness of 
mature students—since they both presuppose student receptivity 
and often allow student passivity rather than demand a large 
measure of student initiative and activity—it is nevertheless 
true that both methods are used successfully by able teachers. 
These teachers, who are found here and there within all types 
of seminaries, rank as masters of the profession. They pos- 
sess what we call scholarship, often highly specialized, together 
with practical wisdom, power of clear analysis and interest- 
ing statement, power to stimulate student initiative, sympathetic 
interest in student attitude and attainment, personality. On 
the other hand, much of the teaching where either method 
is used is dull and uninspiring. It is frequently puerile and 
intellectually benumbing. However well or ill done, the pur- 
pose of the lecture is instruction, the end sought, knowledge. 
The minister needs knowledge—and much else. 

The cases in which the lecture method is used with stimula- 
ing effect and with evidence of extensive outside work by 
students are outnumbered by those exemplifying its abuses 
both on the part of the teacher and the taught. Nor is this 
impression drawn from the lecture alone: it is confirmed by 
the fact that the libraries in seminaries visited were sometimes 
found locked and unheated, with little to indicate workshop 
conditions. Some lectures, many in fact, should rather be 
called sermons. Often they are rhetorical, rambling, hortatory 
sermons. ‘T’oo often the prevailing atmosphere is that of the 
church rather than that of the school. In numerous instances 
entire periods are spent in reading from old manuscript 
lectures, line by line, as the students copy verbatim. On the 
margin of some of these manuscripts have been seen dates 
reaching back a quarter of a century, indicating the point the 
professor had reached in his annual journey over this well- 
traveled course. In other cases, more care has been taken in 
_ the preparation and revision of the lectures, but the manifest 
interest of the lecturer lies in his highly specialized subject 


[55 ] 








——__—_—___—— _ buck 


THEOLOGICAL EDUCATION IN AMERICA 


rather than in the student; or the lecture may be marred by 
rapid or montonous reading with very little “time out” for 
‘ncidental observations by the lecturer, or by hasty or evasive 
replies to questions propounded. When the lecturer makes 
persistent effort to secure student response, the responses are 
sometimes given timidly and by a limited number of students. 
The students do not have the habit of free participation. 

Some masterly teachers in the use of the textbook method 
were found guiding the organization of the material in most 
stimulating fashion. They showed great skill in building up 
the recitation around concrete situations with fine applica- 
tion of the Socratic method to the textbook material and to 
general student knowledge and experience. 

But the abuses of the textbook method are quite as com- 
mon, relatively, as those of the lecture method. Cases have 
been observed in which the assignments, as in the high school, 
were by pages or chapters in textbooks of elementary character. 
The recitation sometimes displays lack of mastery of the 
assignments both by the professor and the students. In one 
seminary, the textbook consists of a series of questions and 
answers. The aged professor read both the question and 
the answer and made elaborate hortatory and homiletical com- 
ment, In another instance, the students in succession took the 
floor and gave expositions of the textbook by sections. In 
another the teacher, who is the president of a well-known 
seminary, asked the students during the first half of the period 
to write, on the first part of the assignment, with the text- 
book open; and during the second half he gave a rambling 
and reminiscent talk, with frequent and copious readings from 
the same textbook. Another professor read from the textbook — 
during the entire hour. 

Superb language recitations have been noted—rapid reading 
by students of Greek or Hebrew, with or without rendering 
into English, with a training of the tongue and the ear, as well 
as the eye and the mind in the use of the language. Usually, 
however, the professors were doing most of the translating 


AAS NRE SALT ME ea LES 
* Theological textbooks, in general, date in spirit if. not in fact before 
the modern Scientific movement. 


[56 | 





THE EDUCATIONAL EQUIPMENT 


that was being done; and in more than one case the time 
of the recitation was being taken up largely by preaching 
by the teacher. In a certain part of the field, it is the general 
practice for the professor in Greek exegesis to give both the 
translation and the exegesis. In one instance the students spent 
the hour in elementary Hebrew in writing out the translation 
with the free use of the lexicon, while the professor was as- 
sisting and correcting. It was a case of supervised study, not a 
recitation. The dean of one institution occupied the entire hour 
in translating with homiletic observations the lesson assigned, 
not calling upon a student during the period. To the visitor 
he defended his method on the ground that “he had long ago 
abandoned the old recitation method, inasmuch as so much 
valuable time was lost while the students were floundering 
around in making translations.” 

In increasing measure, a small group of institutions is 
introducing the methods that are usually considered more peda- 
gogical for advanced students—the methods of the seminar, 
the library, the laboratory and the field—and are thereby as- 
sisting in the development of student initiative and resource- 
fulness. Here the seminar method is in common use among the 
advanced students. In small groups instructor and student 
work together at a common task. For other students more 
elementary methods are used with the purpose of teaching men 
to use their own minds, to familiarize themselves with the 
sources of information, and to make effective use of such 
information when found. The students have projects which 
give them experience in analysis, synthesis, discrimination, 
Organization, expression. Each student, for example, in the 
class in the history of Christianity ?° is given the Opportunity 
(it is not necessary to say “is required’) to write each term 
one chapter in his own history of Christianity. He does 
this on the basis of his own supervised work in the library, 
the reports of his fellow-students in the class in the same field, 
and the observations of the instructor in the class discussions. 
The final volume, of course, must be approved by the instructor. 





* Gordon College of Theology and Missions. 


[57] 














THEOLOGICAL EDUCATION IN AMERICA 


The resourceful teacher invents many variations of this gen- 
eral method. 

There is in a few seminaries supervised field work, in which 
observation-visits under supervision are made to social service 
and human welfare agencies, and in which supervision 1S 
given to practice service with specific groups and individuals, 
and to field work of student pastors. 


Spiritual Life 


Recognizing that the spirit of consecration and Christian 
zeal is in danger of evaporating in an atmosphere dominated 
by intellectual and technical studies, and that the development 
of the inner life of prospective ministers is a fundamental 
element in their education, an effort was made to ascertain 
the success with which methods of discovering and develop- 
ing spiritual gifts and promoting the spiritual life of students 
have been used. 

The executive officer of one seminary reported that his © 
faculty members were “presumably Christian gentlemen” ; an- 
other reported “not interested”; and a third asked why the 
seminary should concern itself with such matters. At the 
other extreme, one seminary reports three required chapel ser- 
vices daily. No fewer than 120 seminaries gave information 
on the methods which they had found successful in promot- 
ing the spiritual life of the seminary. These replies indicate 
that the chief dependence of the seminary in meeting this phase 
of their responsibility is in prayer. Prayer, individual and 
in groups of varying kinds, is mentioned by no fewer than 
eighty seminaries. Other agencies in order of frequency in 
the schedules are “the chapel,” ‘“‘personal work,” “special ser- 
vices,” “student societies,’ etc. Evidently not so much effort 
is put forth with individual students as with groups; but 
of seventy-five seminaries that report some such effort, forty- 
one make “personal interest and work” prominent, while 
others mention “conferences,” “prayer,” the seminary “‘atmos- 
phere,” “volunteer religious work,” etc. Several seminaries 

have professors or lecturers on personal evangelism. It 1s 


[58 | 





THE EDUCATIONAL EQUIPMENT 


probable that the seminaries have not generally done them- 
selves full justice in indicating the seriousness with which 
they apply themselves to this phase of ministerial education. 
Some seminaries emphasize the spiritual value of daily work 
honestly done; some fear the demoralizing effect of cant. 

Certainly the minister must have first-hand knowledge of 
God and of the Book which contains so much of His revelation. 
Much prominence apparently is given to the devotional life 
in the seminaries with priestly ideals (Anglican and Lutheran). 
Even here, not much reference is made to communion, private 
and public, to Bible or other devotional reading, and to re- 
treats. 

The Church of England in Canada, in its circular of “Recom- 
mendations for the Training of Candidates for Holy Orders”, 
devotes an important section to “spiritual training.” From 
this we quote, although to what extent these recommendations 
are now being carried out we cannot accurately report. Some 
of the theological colleges are attempting to carry them out. 
It is a great gain to have clearly stated so worthy a goal. 


SPIRITUAL TRAINING 


The true success of the Ministry depends on the spiritual sym- 
pathy and devotion of the Clergy. No intellectual or practical effi- 
ciency can supply the lack of these essentials. This fact must be 
fully recognized in the preparation of men for the Ministry. The 
highest duty of the Theological Colleges is to give to the Church 
clergy who in prayer and meditation speak to God and listen to 
His voice speaking to them. . . . Each College must wrestle with 
the problem in its own way. Nevertheless, we venture to make 
the following suggestions, leaving it to each college to work out the 
practical application of the principles on its own lines. 

(1) We believe that at least one member of the staff of each 
Theological College, either the Principal, the Professor of Pastoral 
Theology, or other specially qualified person should be responsible 
for maintaining personal relations with the students on spiritual 
matters. He should satisfy himself in a tactful way that each 
student ‘is forming and maintaining the habit of private prayer 
and meditation and he should give definite advice and guidance, not 
only in public addresses, but also in private conference with indi- 
viduals, at frequent intervals. 

(2) Emphasis should be laid on the devotional use of the Bible. 


[59] 









THEOLOGICAL EDUCATION IN AMERICA 


It is not enough to study the contents of the Books'of the Bible in 
the classroom. Students should be encouraged to study the Bible 
devotionally, seeking to learn in an intelligent and yet humble way 
more of God and His ways of dealing with men. In some colleges 
classes for the Devotional study of the Bible may be formed out- 
side of lecture hours. In others, it may be found better to en- 
courage the students individually in this spiritual pursuit. 

(3) The Chapel and its services should be the center of the life, 
teaching and activity of a Theological College. The future Clergy 
should be taught to grasp the spiritual value of daily Morning and 
Evening Prayer. The place of the Holy Communion in the spirit- 
ual life of the College, of the Priesthood as a body, and of the 
individual Priest should be taught and opportunities for attendance 
tpon this Sacrament should be given at least on one day of the 
week as well as upon Sundays and Holy days. 

(4) Other services of a less formal chraacter should also be 
held in the Chapel. Short periods should be set aside for medita- 
tion. Perhaps once a week one hour might be devoted to a cor- 
porate act of Meditation conducted by a member of the Staff or 
other qualified person which would be a weekly quiet hour for the 
College in its corporate capacity. The holding of a “quiet day” 
for Prayer, Meditation and Spiritual Instruction once a term is 
recommended. 

(s) The great value of intercession and its supreme impor- 
tance should also be taught through special services of intercession 
held at frequent and regular intervals. The Students should be 
taught and encouraged to organize and conduct these services 
themselves. The work of the Church in the Dominion and over- 
seas should be prominent among the subjects of Intercession. At 
Embertide, and perhaps at other times, the needs of the Ministry 
should be particularly emphasized. 















































Summary 


It appears from the foregoing pages that most seminariés 
are under denominational control, largely through ministers ; 
that the faculties are men who have had some extended educa- 
tional privileges ; and that there is considerable plasticity in the 
use of educational standards. It also appears that there is much 
variation in the methods of teaching and in the care taken 
officially to promote and develop the spiritual life of the 
student-preachers. These various factors influence and find 
expression in the several programs of study that form the topic 
of the next chapter. 


[ 60} 


CHAPTER III 
PROGRAMS OF STUDY 


All the seminaries have nearly the same fundamental aim, 
namely, to prepare men for all types of Christian ministry. 
There are many traditional subjects that are found, in one 
form or another, in all seminaries. These traditional subjects 
receive different emphasis and treatment, however, in the 
different institutions engaged in the professional training of 
Protestant ministers. 

The differences in programs reported by theological semi- 
naries are owing primarily to four variables: (1) the prepara- 
tion of students accepted; (2) the length of time devoted to 
the course; (3) denominational control; and (4) nomen- 
clature. 

At one extreme is a program arranged for students with a 
common-school education, all the work of which is prescribed, 
and which covers two short academic years. At the other 
extreme is a program arranged for graduate and postgraduate 
study, covering three and sometimes four, five or six years 
of work, with few absolute requirements but with an array 
of possible electives which, if all were taken, would easily 
constitute the work of a lifetime. Ordinarily the multitude 
of electives is arranged in groups and certain sequences of 
subjects are required. 

The denominational auspices under which the institutions 
operate influence the content of the courses of study. Char- 
acteristic denominational attitudes are revealed in these institu- 
tions by the importance attached to creedal and liturgical 
effects, in emphasis upon the past or in experimentation in 
new fields. | 

Differences in nomenclature often obscure resemblances be- 


[61] 











THEOLOGICAL EDUCATION IN AMERICA 


tween programs of study offered by seminaries. If all semi- 
naries included the same subjects under the same headings, 
programs would be roughly comparable. Where one seminary 
announces a course in “the rural church” under “homiletics” 
another under “religious education” and another under “prac- 
tical theology,” it is obvious that comparisons between semi- 
naries, course for course, are out of the question.* In certain 
departments, such as Greek and Hebrew, the terminology is 
sufficiently standardized, however, to warrant such treatment. 

The following classification of subjects under the four 
topical heads—‘“exegetical,” ‘“‘historical,” “systematic,” and 
pastoral or “practical” theology—is used for purposes of com- 
parison in this study.? 

Exegetical Theology—Arabic, Aramaic, Greek, Hebrew, 
English exegesis, biblical literature introduction, biblical his- 
tory, biblical theology. 

Historical Theology—Church history, history of the 
Reformation, history of doctrine, denominational history. 

Systematic Theology—Dogmatics, apologetics, ethics, Chris- 
tian evidences, theism, history of religion, philosophy of re- 
ligion, psychology of religion, natural theology, symbolic 
theology. 

Practical Theology—Pastoral calling, polity and law, hom- 
iletics, liturgics, music, missions, religious education, elocu- 
tion, catechetics, sociology, Christian institutions, home mis- 
sions, foreign missions, church administration, rural and city 
life. 

As it is desirable to determine the most important features 
of the various programs offered by the 161 seminaries under 
consideration, this chapter and the one following will present: 

(1) A historical study of the programs offered by seven 
seminaries fifty years ago, twenty-five years ago and to-day. 

(2) A study of the programs offered by three denomina- 
tional groups: Presbyterian U. S. A., Methodist Episcopal 
and Protestant Episcopal. 





1Each of these courses, however, is included under the general heading 


“practical theology.” | 
2In cases of differing nomenclature the prevailing practice is followed. 


[62] 








PROGRAMS OF STUDY 


(3) A study of seminaries’ programs classified according 
to type of organization. 

(4) A series of charts showing the programs announced 
in the catalogues of twelve seminaries for a particular year 
with the programs actually taught and a statement of ad- 
ditional offerings to be taken some time during the course; 
and a representation of the credit hours earned by the entire 
student body in each subject. 

(5) A detailed statement of the courses offered in twelve 
selected subjects by 103 seminaries. 


FAiistorical Study of the Seminary Program 


No exhaustive statement relative to the genesis and de- 
velopment of the seminary programs of study in America is 
attempted. The practical interest hovers not so much about 
their origin as about their development during the last half 
century. 

In the early history of ministerial training in America, as at 
Harvard and Yale, the program of study was very simple in- 
deed. It consisted of the classics, logic, mathematics, etc. 
History received much attention. To these subjects was added 
work in dogmatics and Hebrew. The Bible was studied in the 
original languages. Greek and Hebrew were considered essen- 
tial. Lectures in dogmatic theology summed up the knowledge 
of the field for the student. The usual classical subjects were 
considered a more essential part of the student’s equipment 
than now. This practice of giving liberal and theological in- 
struction simultaneously is still in vogue in certain quarters, 
e.g., the colleges of the Disciples of Christ. 

As the range of learning was extended and the classes in 
theology were enlarged, students preparing for the ministry 
returned after graduation for further study. This led to the 
development of separate departments of divinity in the greater 
universities. Out of this naturally grew the higher degrees of 
specialization and the development of faculties of experts. A 
striking uniformity was apparent in the general linguistic 
requirements, which have persisted until now in many institu- 


[63] 








THEOLOGICAL EDUCATION IN AMERICA 


tions. Lectures in dogmatics were deemed essential. Church 
history soon was generally included. Homiletics, or sermon 
writing, could not be neglected. Up to the middle of the 
century, additions to the program of study were chiefly ex- 
pansions of these fundamental and generally employed subjects 
of ministerial education, rather than new subjects. 

In 1819, the four-year course announced in the Harvard 
catalogue consisted of the following subjects: “Greek, Latin, 
Mathematics, English Grammar, Declamation, History and 
Antiquities, Rhetorick and Logick, Intellectual Philosophy, 
Metaphysicks, Natural Philosophy, Theology and Hebrew 
or substitute, Forensicks or Themes, Moral Philosophy, Po- 
litical Philosophy, and Astronomy.” 

The following announcement of advanced instruction is 
interesting: 

The Hancock Professor of Hebrew and other Oriental Lan- 
guages will at private hours instruct such students as may at any 


time form a class to extend their knowledge of these languages 
beyond what is the required course of the department. 


In this connection it is to be noted that the prescribed 
amount just alluded to was three hours per week for twelve 
weeks, or thirty-six recitations. The prescribed hours in . 
theology were twice those of Hebrew, or seventy-two. 

In September, 1827, Harvard first announced separately her 
divinity faculty, then composed of three members, but did 
not announce their courses. 

In 1830-31, for the first time, separate divinity courses 
were announced as follows: S—~SNS 


Instruction is given by the Professor of Divinity in Natural . 
Religion and Christian Theology. 

—____—_—— by the Professor of Hebrew in the Hebrew lan- 
guages, Jewish Antiquities, the Criticism and Interpretation of the 
Old Testament. 

by the Professor of Sacred Literature on the Criti- 
cism and Interpretation of the New’ Testament. 
by the Professor of the German Language and 
y/Tateratite in the German Language and Literature. 
by the' Professor of Pastoral Care and Pulpit Ora- 


[64] 








—————————eeee 00600660 ey 





PROGRAMS OF STUDY 


tory in the Composition and Delivery of Sermons and the Duties 
of the Pastoral Office. 


The following note also appeared: 


A religious service ‘with preaching, in which one of the students 
officiates, takes place twice a week, and is attended by the Pro- 
fessors and all the members of the school. Also once a week'there 
is an exercise in extemporaneous preaching, in the presence of one 
of the Professors, by the students of the two upper classes in 
rotation. Students take their turns in performing these exercises 
with the first term of the middle year. 

The School'meets once a week for discussing some subject pre- 
viously proposed. 


The announced courses at Harvard in 1845 were as fol- 
lows: 


The course of instruction comprises Lectures, Recitations and 
often exercises on all subjects usually included in a ‘system of 
Theological Education—Hebrew, Criticism and Interpretation of 
the Scriptures, Natural Religion, Evidences of Revealed Religion, 
Systematic Theology, Christian Ethics, Church ' History, Church 
Polity, the Composition and Delivery of Sermons and the Duties 
of the Pastoral office. 

Strict examinations are'also given in Latin, Greek, Philosophy, 
Ethics and Logic, Rhetoric, Geography, Arithmetic, Geometry and 
Algebra. 


The development of the Harvard program in these periods 
was marked, particularly between 1819 and 1830. Certain 
advances in 1845 are also noticeable over 1830. 

In studying the growth of the program of studies of the 
American Theological Seminary attention may well be di- 
rected to the earliest program announced by Andover. This 
appeared in 18309, as follows: 


JUNIOR CLASS 


Stewart’s Hebrew Grammar—Chrestomathy—Written exercises 
including translations from English into Hebrew—Study of the 
Hebrew Bible—Principles of Hermeneutics—New Testament 
Greek and Exegesis of the'four Gospels—Lectures Preparatory to 


[65] 



























THEOLOGICAL EDUCATION IN AMERICA 


the study of Theology—Natural Theology—Evidences of Reve- 
lation—Inspiration of the Scriptures—Hebrew Exegesis (twice a 
week in summer term)—Greek—Pauline Epistles twice a week— 
Criticism and'Exegetical Compositions. 


MIDDLE CLASS 


Christian Theology five days a week—Compositions on the prin- 
cipal topics in Theology to be examined in ‘private—Exegesis of 
the New Testament one day a week—Instruction on special topics 
in Sacred Literature. 


SENIOR CLASS 


Criticism and Exegetical Lectures on Hebrew Testament— 
Criticism and Exegetical Lectures on Greek New Testament, Lec- 
tures on the History of Christian Doctrine, Lectures on Philosophy 
of Rhetoric—Analysis of published Discourses—Public and Pri- 
vate Criticism of Skeletons of Sermons, etc. 





GENERAL EXERCISES FOR ALL CLASSES 


Public Declamation once a week. Private exercises in Elocu- 
tion. Lectures on the Apocalypse once in three years so that 
each class has opportunity of attending them. 

Another sample program dated 1850 is here appended: 

Greek grammar exegesis 

Church history 

Pericopes 

Catechism 

Dogmatics 

Homiletics 

Sermonizing 

General courses on the Bible 

Choral singing 

English language 


This seminary could not provide facilities for instruction 
in Hebrew. Its method of study in the New Testament is 
revealed in the naming of the subject. The informational in- 
struction in the biblical field was given in the course termed 
“General Courses on Bible.” These had to do with running 
comments and memorizing selected passages, with great doc- 
trines being emphasized here and there. 


[66 ] 


PROGRAMS OF STUDY 


The seminary programs of this period like those of other 
institutions had little form of measurement. They consisted 
of brief lists of titles to be given with time and extent left 
largely to the discretion of the lecturers. The subjects were 
not usually listed by hours or terms. No clear-cut quantitative 
idea is discernible. 

Since the chief data of real value for comparative purposes 
are to be had only for the last half century, an attempt is 
here made to bring to the attention of the reader, in as brief 
a compass as possible, sample programs from each of seven 
selected seminaries, covering twenty-five-year intervals. They 
are taken from as nearly 1870, 1895, and 1922 respectively 
as they could be secured. These are schools selected from 
the major groups. Rochester, for the Baptist, Oberlin? for 
the Congregationalist, General for the Episcopalian, the 
Lutheran Theological Seminary at Philadelphia for the Lu- 
theran, Garrett for the Methodist, Princeton for the Presby- 
terian, and Union for the undenominational seminaries. 
While no one institution reflects with complete accuracy the 
situation within all seminaries of its group, the institutions 
selected are broadly typical. 

The subjects are so arranged as to show the new titles added 
each succeeding period. It is obvious that quantitative de- 
terminates had not been worked out everywhere either in 1870 
or in 1895, so the subjects are listed by name and number of 
terms or sessions offered, without regard to the number of 
hours devoted weekly to each. It is believed, however, that 
the genesis of the American theological programs of study 
may fairly well be discovered and their development traced 
by this process.* 





* Oberlin is and always has been independent by charter but in friendly 
unofficial affiliation with the Congregationalists. “Its faculty and students 
are broadly interdenominational. 

“These tables were submitted to the seminaries and opportunity given 
for verification and correction. In general, subjects in 1870 are listed 
by years, since the hour as a measure was not then in use; in 1895 by 
prescribed semester hours; and in 1921 by total advertised semester hours, 
prescribed and elective. 

[67] 





as Sebieras - - : eerie: = 
Veiga Gi ee ee —————eeee 


THEOLOGICAL EDUCATION IN AMERICA 


TABLE I—GARRETT BIBLICAL INSTITUTE” 
EVANSTON, ILL. EDUCATIONAL PROGRAM 


1921 


1870 1895 Semester Hours 
SUBJECT Years Semester Hours Prescribed Elective 
Greek and exegesis ...... §3 20 6 42 
New Testament English... ? in arn 84 
Hebrew and exegesis ....§3 14 14 45 
Old Testament English ... o 6 60 
Church history 7.43). ee! I 6 6 48 
Systematic theology ...... Z 16 6 42 
POmiletics isy ice wetness estes 3 8 7.5 30 
Pastoral ‘theology, ..0s. I a ee 
Natural theology ~.-.....: I ee He pe 
Revealed theology ....... I fe Nd f! 
: Biblical history yeaa I ne at) 

\\ Elocution and oratory ... .. 19 4.5 3 
Missions cou eine 26 mote piaicliays 3 Je 12 
Christian’ sociology!7.2e.|2 1 <. 4 ‘ 4.5 
History of doctrine i) ee... 3 : 6 
Encyclopedianis ut jwaeeviete nes I i tee 
Englishistyle vi iis a teaetie’s I 3 ue 
ATCHACOIORY Jit une cela scare ae I Me 6 
Religious education ...... .. ae 6 12 
Practical: theologyin. sae eeee 5 19.5 48 
Comparative religion ..... .. we a 6 
NERS VN ear eieeca uta deca n Mean areata pe ate 1.5 3 
5 


BubliciWiorshin nose is i 1.5 


The programs presented in this table are not comparable quantitatively. 
The column for 1870 shows the number of years devoted to each subject; 
the column for 1895 shows the number of hours per semester; the column 
for 1921 makes a distinction between prescribed and elective semester 
hours. In addition to the courses indicated, numerous courses in phi- 
losophy, psychology, sociology, education, religious education and similar 
subjects offered in Northwestern University are open to students of 
Garrett Biblical Institute. 


The program of Garrett Biblical Institute in 1870 was much 
the same as that of all seminaries of the period. Emphasis 
was on exegetical theology, with least attention given to his- 
torical theology. 

In 1895 marked changes had occurred. Exegetical theology 
stands first, but is closely followed by practical theology, while 
historical theology shows an important gain in the relative 
proportion of time allotted to it. Eight new courses have 
been added. An unusually large proportion of time is devoted 
to elocution and oratory. The changing times are detected 


[68] 








PROGRAMS OF STUDY 


in the appearance of “‘missions—3 hours” and “Christian so- 
ciology—4 hours.” ’ 

In 1921° a more radical development is apparent. The 
curriculum of this seminary at the present time shows a phe- 
nomenal change. - Exegetical theology shows twelve required 
hours, with 237 hours elective. The requirements in historical 
theology, like those of systematic theology, have been reduced 
to six semester hours, with a wide range of electives. But the 
development that puts Garrett almost in a class by itself is 
found in the department of practical theology, where more 


hours are required for graduation than in all others combined. | 


The emphasis is in the technical field of “pastoral theology.” 
Five majors and three half-majors are required im various 
phases of technical study and practice with the city of Chicago 
and certain rural districts serving as laboratories. Twenty- 
one other technical and survey courses are open, thus making 
possible a most thorough training to render the student an 


immediate constructive force in his chosen field. ane 


The shift in content from that usually composing the body 
of instruction given in this general subject is quite as great 
as the shift in the amount of time devoted to the subject. 
The theoretical has given place to the laboratory and “scien- 
tific’ method. The “‘scientific’’ method is being applied exten- 
sively to the building and support of the church. 

The curriculum of 1921 shows rich opportunity for special- 
ization since the four great fields have each a wealth of 
electives. While practical theology is first in the number of 
hours required, exegetical theology is first in the amount of 
time offered. 

The seminary announces numerous courses given by North- 
western University and many of her students take them. 









5 Fxegetical Historical Systematic Practical Unit of 
Year Theology Theology Theology Th ology Measure 
1870 6 I 3 Years 
1895 34 Semester Hours 


II 17 
1921 12 (237) 6 (54) 6 (48) 
Statement for 1921 is based on acceptance 
of 3 sem. hrs. 
Figures in parentheses indicate number of possible electives. 


[69] 


major as the equivalent 


a 


ae 


‘ 








THEOLOGICAL EDUCATION IN AMERICA 


TABLE II— GENERAL THEOLOGICAL SEMINARY, NEW YORK 
CITY—EDUCATIONAL PROGRAM 


1921 
1870 1895 Semester Hours 
SUBJECT Years Semester Hours Prescribed Elective 
Greek and exegesis ...... §2 te 12 6 
New Testament English.. 2 10 . 12 
Hebrew and exegesis ....§3 10 - 24 
Old Testament English... 12 9 15 
Ghirca nistorvars ees craks 3 12 9 3 
Dogmatic theology* ..... 3 14 6 12 
Pastoral theology *™....... 3 2 te a 
Polity: andilawiv.cces eee I 6 os Se 
Hormuletiés ec. aey cee <ics sees 2 3 es 
A DOLOSETICS | iiklaincean ene sere 10 3 15 
LAtHERICS has Vek ei eee 6 3 6 
Maite gn yee tee hen ay cane 6 ft 4 
BEiCe ae oor eee ate Mate 6 6 6 
Missions. 3a iinsvoae wots ise 3 Ag" 
Religious education ...... .. oe 3 
Practical ‘thealogyy, |. s/c. ele 9 3 
(Polity and pastoral 
theology) 

History of religion ...... .. es 6 
Elocutiony maa. vee aetcome S ig 


The programs presented in this table are not comparable quantitatively. 
The column for 1870 shows the number of years devoted to each sub- 
ject; the column for 1895 shows the number of hours per semester; the 
column for 1921 makes a distinction between prescribed and elective 
semester hours. 

* Nine hours required for men who take neither Greek nor Hebrew. 

* Six hours required for men taking Hebrew. 

“ Overlapping. 

* Required but not credited. 

* Required for three years but not credited. 


Ninety semester hours are required (1921) for graduation. 
The column “prescribed” shows what is required of students 
prepared in Greek but who do not take Hebrew. Those taking 
Hebrew have different required courses. Those having no 
knowledge of Greek and who do not take Hebrew have still 
different prescribed courses. Men taking the course outlined 
above (Greek course) are required to elect twenty-seven 
hours. 

Subjects offered by the General Theological Seminary in 


[70 | 





pr dc Vw) See ee - Thg 7, Nnren—et, 


bron \s4S- (111 EO SOM 0A Carel 


PROGRAMS OF STUDY 


the program of 1870 ® are similar to those of schools of other 
communions of that day, with the exception of “polity and 
law,’ a subdivision of theology which is unique. 

Significant additions appear in 1885 in the fields of sys- 
tematic theology (apologetics—1o0), and practical theology; 
homiletics—z2, liturgics—6 and music—6. i 

Changes of still greater importance are recorded in the 
present program (1921-22). Important subjects of a more 
modern type appear either in the prescribed or elective lists e.g., 
missions 3, religious education (3),” history of religion (6), 
ethics 6, (6), and practical theology 9, (3), which is com- 
posed of polity and pastoral theology as given previously 
under these titles. It is striking to note that the title “Sys- 
tematic theology” does not appear in the foregoing list, though 
the subject matter is included under a number of sub-topics. 
Missions are given a subordinate place, though develop- 
ment of the program to meet modern needs is more retarded 
than in some seminaries of other communions. General The- 
ological Seminary is progressive among schools within its 
own denomination. In common with most of the seminaries 
selected, General has extensive postgraduate work,® though for 
comparative purposes treatment of this department is omitted. 

Though the distribution of subject-matter is not comparable 
between different years, it is within years and reveals pro- 
portions of departmental emphasis even in the last year, which 
includes both prescribed and elective courses. The balance is 
found to be not very different from that of earlier years. 





Exegetical Historical Systematic ractical Unit of 


Year Theology Theology Theology / heolog Measure 


1870 5 3 3 é 4 Years 
1895 34 12 24 22 Sem. Hrs. Presc, 
1921-22 21 (57) 9 (9) 18 (33) 15 ( Pol ts teat |e 


Figures in parentheses indicate number of possible electives. 

"Figures in parentheses indicate elective, others prescribed hours. 

* Graduate - students may take courses at Columbia, New York Uni- 
versity, Union Theological Seminary and the New York School of Social 
Work, and receive credit toward seminary degrees. 

[71] 





Sst eee een f (3S ees ee 


THEOLOGICAL EDUCATION IN AMERICA 


TABLE III—LUTHERAN THEOLOGICAL SEMINARY, 
MT. AIRY, PA—EDUCATIONAL PROGRAM? 


192I 
1870 1895 Semester Hours 
SUBJECT Years TermHours Prescribed Elective 
AADOIORELICS ic hie du teas I i 4 (4)? 
Biblical archaeology ..... I I é oe 
ACTECIIMISLOTYY wclvainaeeias I Me bis oe 
Encyclopaedia | Wh inesky ec. i a 5 ee 
PSAPORICS oes ch ee ee I 2 wa es 
Hermeneutics and Biblical 
Criticisinne. cuca ees 2 tere: oe 
New Testament exegesis 
(Harmony yee cine. 3 4 7 8 
Hebrew and exegesis .... 3 5 3 3 
Dogmatits ite tie tev e 2 5 we ee 
Symbolic theology ....... 2 2 AE: 9 
Christian antiqtities ..... I ae ye i 
Ghurcho history ayaa 2 5 12 7! 
FLOMIUCHCS (PSE gee nates 2 5 10 
Practical theology (Pas- 
tobal Fue benmeauaenets bene I 6 4(2)* 
Catechetics ive tsa. we iene I I 2 A 
LTEUTRICS Huan Anca eee weed I I 4 4(2)? 
FULT CR a, Gh ies oe wees rs 2 4 4 
Ecclesiastical polity ...... I I =e whe 
Pericopesiiew. fees eke sweet I ae oe 
Conference il 25 win ahiewe ee ee I se oe 
Sacted oratory accesses 2 a a 
Old Testament English .. .. 3's 10 8 
MISSIONS Ie hacle foeae pee rel nus ae oh 2 
Religious education ...... .. ye 2 (2)? 
Comparative religion .... .. F (2)? 
SOCIOIOD Vi sie cst ten lea torent yr A, (2)? 
MiSIG? Peri ea hee eet ara Ne I soy! 
Elocution?. 1s sive cates pow y oo ie 2 mh 
Church satin no ie one ak oh ie 2 
Hymndloty onan ae A I — 
Systematic theology ..... .. ie 5.5 4° 


*The programs here presented are not comparable quantitatively. The 
column for 1870 lists the names of subjects offered by years; the column 
for 1895 shows the number of hours offered per term; the column for ° 
1921 records prescribed and elective semester hours. 

? Alternating courses. 

Lutheran Theological Seminary is outstanding among the 
seminaries of its denomination and the program of study 
shows a much greater development than is to be detected 
in Lutheran institutions generally. 


The program of 1870 shows the emphasis to have been laid, 


[72] 





PROGRAMS OF STUDY 


first, on exegetical theology, and secondly, on systematic the- 
ology. Historical theology and practical theology seem to 
have received about the same amount of attention. The old 
disciplines held the field with a blending on either side of the 
practical and more unusual courses adapted particularly to the 
genius of the Lutheran churches. 

No marked additions appear to have been made to the pro- 
gram between 1870 and 1895. Five courses—apologetics, 
sacred history, encyclopaedia, hermeneutics, and Christian an- 
tiquities—were dropped; whereas pericopes, conference, and 
sacred oratory were added. Otherwise the program of 1895 
follows the earlier plan. 

During the last quarter century, marked changes have oc- 
curred. The program of 1921 differs from that of 1895 by 
reason of both the dropping of certain courses appearing in the 
middle period and the adding of new subjects. More atten- 
tion is now given to Old Testament English in place of earlier 
linguistic exegesis. The additions indicate the forward look: 
missions, two hours; comparative religions, two; sociology, 
two, among the electives ; religious education, two; music, one; 
elocution, two; and hymnology one, in the prescribed list. 
The prescribed work under the name “dogmatics” has been 
Teplaced by systematic theology, 5.5 prescribed and four 
elective hours. In some instances, however, the change in 
name is greater than the change in content. 

While the figures given below® do not represent units 
comparable between years, they are sufficiently trustworthy, 
in comparing the relative amount of time devoted to the great 
departments within the given year, to justify enumeration. 

It is obvious that a rather balanced ratio obtained in the 
earliest period. In 189s systematic theology showed the 
greatest gain, with slight additions on the “practical” side of 
| a 


" Exegetical Historical Systematic Practical Unit of 
Year Theology Theology Theology Theology Measure 
1870 8 5 8 \ Years 
1895 10 6 12 fet Term Hours 
1921 20 (21) 12 (7) 14 (15) 28 (43) Semester Hrs, 


Figures in parentheses represent electives. 


[73] 








THEOLOGICAL EDUCATION IN AMERICA 


the program. In i921 a distinct change manifests itself and 
practical theology leads in the number of hours prescribed. 
Pronounced development is found here, for which the tenden- 
cies of the earlier years stirred slight anticipation. 

As suggested at the beginning of the discussion, this semi- 
nary may not be taken as typically representative of the 
Lutheran group. Less change and greater unanimity are 
apparent in the programs of her sister institutions. 

In 1870 eleven one-term courses were offered at Oberlin, 
three two-term courses, and four three-term courses. Twelve 
terms were given to the field of exegetical theology; nine to 
practical theology, five to historical theology, and three to 
systematic theology. With comparatively liberal interpreta- 
tion, nearly half the courses were in the first group: three 
terms were devoted to the study of the Hebrew language, one 
term to the Greek language, and three more terms to exegesis 
in these languages. It is noticeable that a careful distinction 
is here made between elementary language study and advanced 
work, and that more time was given to the study of the rudi- 
ments of the language than to its application to the biblical 
text. Harmony of the Gospels was studied for two terms; 
biblical geography, one; interpretation, one; biblical theology, 
one. Nearly a third of the entire course was devoted to 
practical (known in that day as “pastoral”) theology: ser- 
monizing, two terms; sacred rhetoric, two terms, homiletics, 
three ; institutions, one; pastoral theology as such, one. Three 
terms were given to church history, one to the history of 
doctrine and one to the history of the Jewish Church. In 
the field of what we would now call systematic theology, one 
term each was offered in natural theology, polemic theology, 
and systematic theology per se. 

An unusually large block of time was assigned to the de- 
velopment of the “preacher’—eight terms, including the 
course in “interpretation,” which was exegesis with special 
homiletical application. The training for extra-pulpit work 
was limited to one term of pastoral theology and one term of 
positive institutions. No traces of the genesis of sociology or 
of religious education are yet to be detected. 


[74] 





Renee ot Otel. 
PROGRAMS OF STUDY 
TABLE IV—OBERLIN GRADUATE SCHOOL OF THEOLOGY, 


OBERLIN, OHIO — EDUCATIONAL PROGRAM? 


1870 1895 1922 
Terms Semester Hours Semester Hours 
Pre- Pre- Elec- Pre- Elec- 


SUBJECT scribed scribed tive. scribed tive 
Ee Gi fo Sis oo ss ccs we 3 St 14 m 18 
8 oy a ae I 8 6.5 Ce) 6 
Exegesis (either Greek or 

nk a arr 3 2 3 
Gospels in harmony .......... 2 “yt “e 
umes sis sc}... 2 
Biblical geography and an- 
AR ae I 
History of Jewish Church.... 7 
Principles of interpretation... 17 
Natural theology ............ I 
Beereunretoric ......... ks. 2 rit i ans Ee 
Systematic theology ......... I 8 a 6 2 
polemic theology ............ I “5 ae as e 
History of doctrine ......... I oe 12 
Biblical theology ............ I 4 4 
Seren ISLOTY.....2......... 3 6 4 6 14 
Meets ces... 3 6 re 6 8 
Positive institutions ......... F a I oe 
Pastoral theology ........... I wn op ze oh 
Practical theology ........... ie ry 8 3 3 
Old Testament introduction... .. 2 Px ts me 
New Testament introduction... .. 2 Re a rs 
Philosophy of religion....... i a 2 6 10 
Evidences of Christianity... .. 4 i a Le 
Harmony of science and rey- 
a Se as o 3 
Preaching exercises ....... of I o 
Ce 4 4 
a a aie Se 2 2 
a oe 4 4 4p ae 
Old Testament history...... we by ae 3 9 
Doctrine of Canon and Old 
Testament introduction .. .. bi ola ae 2 
New Testament introduction 
Boertieciogy i...'........ 18 
_Early Christian literature... 2 
8 ON ES ae 4 
Theological introduction 4 
Psychology of religion..... : ’ 2 
Religious education ....... oi by ea 3 6 
History of religion......... 6 
Eye 2 
a 


*The programs presented in this table are not comparable quantitatively 
since the column for 1870 shows the number of terms prescribed while 
for 1895 and 1922 the unit is the semester hour, 

[75] 





THEOLOGICAL EDUCATION IN AMERICA 


The program of 1895 1° shows significant changes. The 
elective system had been introduced along with ae naming 
of courses and hours. The adoption of the “scientific” method 
had resulted in the dropping of certain courses and in the in- 
auguration of others. For example, natural theology had 
given place to Christian evidences and harmony of science and 
Revelation. Regroupings of subjects and the shifting of con- 
tent in previously accepted nomenclature were apparent. In 
prescribed work, the proportion of time had undergone notable 
change. Sixteen hours were devoted to exegetical theology, 
eight to practical theology, twelve to systematic theology, six 
to historical theology. Hebrew, history of doctrine and posi- 
tive institutions had become electives. Much greater emphasis 
was also being laid upon Greek. Historical criticism mani- 
fested itself in the appearance of the courses in Old Testament 
and New Testament introduction. Sociology and philosophy 
were added as electives. The program of study was changing 
from the dogmatic to the practical, from the ecclesio-centric 
to the socio-centric, and from service of self to service of the 
community. 

Still further development in the direction indicated in the 
program twenty-five years before is obvious in the program of 

~- 1922. New courses in religious education, psychology of 
religion, and Christian ethics have appeared. During the half- 
century studied, prescribed work has diminished from 100 per 
cent. to below 50 per cent. and electives now constitute more 
than 70 per cent. of the advertised courses, the major portion 
of which are in the newer subjects. This means that the 
classes in the electives are small or else that not many of the 
advertised courses are being taught. 

The development in the four fields during! the past fifty 
years may be roughly traced in the changing distribution of 
hours among required courses and in their relation to total 





% Exegetical Historical Systematic ractical Unit of 
Year Theology Theology Theology / Theolog Measure 
1870 12 5 3 9 Terms 
1895 16 (27.5) 6 (16) 12 (5) 8 (22 Semester Hrs. 
1922 13 (53) 6 (16) 12:(31) 12 (2 Semester Hrs. 


Figures in parentheses represent electives 


[76] 





PROGRAMS OF STUDY 


offerings. Of the more recently added courses, but two—Old 
Testament history, three hours, and one of the religious educa- 
tional courses, three hours, appear in the prescribed list. 
Others like ethics, psychology of religion, and missions ap- 
parently are not regarded as of importance so vital as to 
warrant their inclusion there. Although sociology appeared 
in the program of 1895, it was not required; nor is it now, 
though it has proved a popular elective. Philosophy of re- 
ligion, which first appeared at that time also, has now six hours 
prescribed. 

Of the twelve hours required in the old field of practical 
theology, six in the present-day program are devoted to the 
sermon and six to the church and parish. The socialized pro- 
gram is further evidenced by the additional electives in—soci- 
ology, seven; ethics, four; psychology of religion, two; re- 
ligious education, six; history of religion, six; missions, two. 
Special attention may be called to this program as illustrating 
the relative importance quite generally attached by seminaries 
to the language offerings (thirty-four hours) and to those of 
missions (two hours).12 . 

Throughout the years the closest relationship has been main- 
tained with Oberlin College, whereby the curriculum of the 
seminary has been greatly broadened and enriched. 

The Princeton Faculty Committee which approved Table V 
added also the following: 


“Semitic Philology: Elementary and Advanced courses are of- 
fered in Arabic, Assyrian, Biblical Aramaic, Hebrew and Syriac. 
In 1922 courses were conducted in elementary and advanced He- 
brew, in Biblical Aramaic, and in elementary Arabic and Syriac. 

“Research: Research courses are offered in all departments. 
In 1922 thirty-nine such courses were conducted.” 

“The Seminary teaches Biblical Criticism, both Higher and 
Lower (Textual), but does not ground either the methods or re- 
sults on naturalistic premises.” 

“The schedule for 1872 was slightly abnormal. In that year, 
contrary to custom, 12 hours were allotted to Hebrew lan- 
guage. The normal number is listed. At this period of the 
Seminary’s history, 4 hours devoted to the exegesis of Epistles of 
Paul served as study preparatory to Systematic Theology. The 


[77] 








Vn ek » Pp fs 
THEOLOGICAL EDUCATION IN AMERICA 


schedule for 1872 was fundamentally in closer agreement with 
that of 1922 than perhaps appears on the surface.” 

Specific seminary courses are advertised in the Princeton Uni- 
versity catalogue and though no reference is made in the seminary 
program as advertised in the catalogue to them, certain graduate 
courses in the University are open to election by seminary 
students. 


TABLE V—PRINCETON THEOLOGICAL SEMINARY, 
PRINCETON, N. J.— EDUCATIONAL PROGRAM 


1872 1895 1922 
Semester Semester Semester Hours 
SUBJECT Hours Hours Prescribed Elective 

Hebrew language ............ 10 10 8 2 
Old Testament literature and 

CXEGESIS. csv ee eee iz 14 10 8 
Old Testament biblical theology .. 4 4 2 
Greek language (prerequisite). .. . ; 6 
New Testament literature and 

CXERESIS Slee eee nie 14 12 10 8 
New Testament biblical theology .. 4 4 4 
Churehhistoryia 7. sacar es oe 10 12 10 6 
Apoloweticst. tye. e carton ts oe 8 12 9 12 
History of religion............ .s A I ace 
Systematic theology .......... 8 Tz 10 14 
Homiletics :’ theory, ..- 54. s.. 2s 2 2 6 6 
Homiletics: practice .......... 6 6 6 sic 
English Bible, homiletical use.. .. v3 4 6 
Elocution to. 0s one eae 6 6 2 6 
Pastoral and ecclesiastical the- 

Clow y OSuS oss ea catenins 4 4 4 2 
Missions: tec ocesteeaany esis ae 2 4 


*Greek Language required (6 semester hates of students without 
knowledge of Greek. 

The Princeton program of study in 1872 was essentially 
that of other seminaries of the period. Emphasis lay on ex- 
egetical theology and study of the original languages was 
stressed. 

In 1895 1” little change was apparent. Exegetical theology 

“Though Oberlin does not specialize in the technique of missions, the 
motives, aims and methods of the missionary movement are emphasized 


and repeatedly considered in many courses not listed specifically under this 
head. 


Exegetical Historical Systematic Vractical Unit of 
Year Theology Theology Theology Measure 
1870 36 10 16 Semester Hrs. 
1895 44 12 24 Xv : 
1922 36 (30) 11 (6) 19 (26) q ° 





Figures in parentheses represent electives. 


[78] 


PROGRAMS OF STUDY 


remained first in importance in the Princeton program, with 
a slight relative gain in the proportion of time devoted to sys- 
tematic theology. Historical and practical theology received 
approximately the same attention as in 1872. 

The 1921 program shows the development of the elective 
system as the principal deviation from the practice of earlier 
years, with thirty elective hours in exegetical theology, six in 
historical theology, twenty-six in systematic theology, and 
twenty-four in pastoral theology. 

Of the twenty-four prescribed hours in practical theology, 
sixteen are devoted to homiletics proper, two to missions, two 
to elocution, four to pastoral theology per se. Of the latter 
four hours, one has to do with the government and discipline 
of the Presbyterian church, another with the pastoral office, 
and the last two with “the history, development and methods 


TABLE VI— ROCHESTER THEOLOGICAL SEMINARY, 
ROCHESTER, N. Y.— EDUCATIONAL PROGRAM? 


1895 I92I 
Semester Semester Hours 
SUBJECT Hours Prescribed Elective 

Greek and exegesis.............. ? 18 An 8 
New Testament in English...... § 10 20(4)? 
Hebrew and\exegesis ........... ? 12 6 
Old Testament in English........ § 8 10 
CULTS Fa 2 ier I2 8 18 
Systematic theology ............ 16 6 10 
Ne ie he a ee 13 4.6 6 
Apologetics and evidences ...... we 2 ae 
0 SUG ES ra aS AY eS 
Elocution and oratory .......... 6 ie ¥ 
mematoral theology, ...........:.. 3 ae 4 
reaching exercises ............ I 6 os 
MI eae oe ek kde ce 4- Je 6 
Religious education ............. 4 4 
Beactcal theology .............. 5.3 a 
Psychology of religion .......... 2 rp 
Comparative religion ........... 2 ay 
es eke Se cn ae 4 4 
res lec es ccs 4 6 
A a y ie 





* Rochester retains the three-term scholastic year. For purposes of com- 
parison, term offerings are here reckoned in their equivalent semester 
hours for 1895 and 1921. Data not given for 1870. 

*Four New Testament courses counted under “homiletics.” 

*One hour required for one-third of the year. 

[79] 





Ly Crteet ek Rocha 
THEOLOGICAL EDUCATION IN AMERICA 


of the Sabbath School, church organization, men’s work, 
evangelistic methods, church finance, the Boards of the church, 
interdenominational societies, the various phases and problems 
of pastoral service.” The two elective hours deal with “the 
relation of the pastor to the organizations and activities of 
the church.” Christian ethics and Christian sociology are 
included in the department of apologetics. 

The courses of 1870 at Rochester Theological Seminary are 
not listed in the catalogue quantitatively so the proportionate 
time devoted to each cannot be determined. 

The subjects then offered were strictly theological and al- 
most wholly theoretical. They were, for example, Greek 
and English New Testament, Hebrew and English Old Testa- 
ment, church history, systematic theology, homiletics and 

“apologetics and pastoral duties. The field of pastoral the- 
ology, it would seem, received the least attention while, as 
elsewhere, exegetical theology received an unusually large 
amount of consideration. The program reflected the extreme 
reaction against the former apprenticeship plan of preparation 
for the ministry. 

The program of 1895 1% shows an attempt to strengthen 
the obviously weak spot of the earlier one by adding ten hours 
in the department of pastoral theology under the titles elocu- 
tion and oratory, six; pastoral theology, three; and preaching 
exercises, one. This gives to the field of pastoral theology 
twenty-three hours; which indicates a most notable swinging 
from the earlier extreme, and closely approximates quantita- 
tively the field of exegetical theology, thirty hours, New Testa- 
ment eighteen, Old Testament twelve. : 

The program of 1921 is characterized by electives. Only 
about one-third of the advertised courses and about two-thirds 
of the total number of hours required for graduation are 
prescribed. The chief reduction has come in the department 


re Exegetical Historical Systematic Practical Unit of 
Year Theology Theology Theology /Theolo Measure 
1870 a igs Pate Years 






1895 30 I2 16 23 
1921 18 (44) 8 (18) 14 (14) 
Figures in parentheses indicate number of 


[80] 


Sem. Hrs. Presc. 
T% 66 


ible electives. 





PROGRAMS OF STUDY 


of exegetical theology, particularly in removing the linguistic 
requirements. Copious electives are provided, however, and 
the prescribed hours during the last twenty-five years have 
been reduced from thirty to eighteen, a drop of 40 per cent. 
The appreciation of the field of exegetical theology is retained, 
nevertheless, as indicated by the sixty-two hours now adver- 
tised. Only two-thirds as much church history is required as 
formerly, but three times as much is advertised. Though the 
sixteen prescribed hours of systematic theology of 1895 have 
been reduced to six, the eight prescribed hours in kindred new 
subjects—psychology of religion, two; comparative religion, 
two; ethics, four—add much to the general field of systematic 
theology, making in all fourteen prescribed and fourteen elec- 
tive hours. The shift in the field has been very significant. 
From a complete system given under a single heading from 
perhaps a single textbook, the field is now treated under the 
titles—systematic theology, apologetics, psychology of re- 
ligion, comparative religions and ethics, usually with copious 
electives. 

The department of practical theology had grown from 
homiletics alone in 1870 to: homiletics, thirteen; elocution and 
oratory, six; pastoral theology, three; preaching exercises, 
one, in 1895; and finally in 1921 to the following prescribed 
courses: homiletics, 4.6; religious education, four; practical 
theology, 5.3; sociology, 4; music, 2.33: and elective courses in 
homiletics, six; missions, six; religious education, four; soci- 
ology, six. Analysis of the program shows the proportion of 
time devoted to these fields. 

It is worthy of notice that the seminary has encouraged its 
students to utilize the resources of Rochester University. 

To the eight subjects offered in 1870, ten others have been 
added, all of which are modern and show a great break from 
the dogmatic to the scientific, from the theoretical.to the prac- 
tical, and from the ecclesio-centric to the socio-centric point 
of view. 

The above analysis shows this seminary to have made.a 
marvelous development during the last half century in its 
struggle to meet the needs of changing conditions. 


[81] 





THEOLOGICAL EDUCATION IN AMERICA 


TABLE VII— UNION THEOLOGICAL SEMINARY, NEW YORK 
CITY — EDUCATIONAL PROGRAM? 


1922 
1895 Semester Hours 
1870 Semester Hours Advertised 
SUBJECT Years Prescribed Elective (Elective) 
New Testament: 
Introduction, history, the- 

OIORV tec atte bene exe 3 12 2 26 
CPeehkie sie ese eet rons “ i) % 24 
English wet woke: oa oh Ke 4 

Old Testament: 
Introduction, history, the- 
0) Cela RiP WA BOR Ey A RG St 3 Ae ny 14 
. Hrebrew ys etch ieee 3 18 6 38 
} Priglign 528 acmaee ee eS oM oe * 20 
Church history ee ue ne + 6 9 68 
Systematic theology ......... B 6 4 24 
Homiletiesita7 3. se ae eee 3 7 23 
Natural theology ............ I a i 
Encyclopedia tit. ee T Me 
Symbolical theology ......... I ae is 
Elocutiontece.cs. eee rr 4 af 10 
Apologetics cic) waar ss tee ie Ly 2 a 
Pastoral theology ............ he: se 2 3 
Preaching exercises ......... Me: 2 Es 10 
Biblical theology <:.......... 8 4 4 
Missiofis mic vite estas eae ae 2 31 
Ethics ee toe it eee 2 ot 
Polity and law, 2 seer ee ee I Me 
Music AVG wiatane eae 4 3 
History of religions ......... 2 30 
Propwedentics) 0.3 7.50) aye ee My I us Re 
ALaiiaic in eee hae Ae oa oe I I 
Catechetics it cen eee se ies ra Z a .f 
Religious education .......... aN ge oe 24 
Psychology:of religion ....... i ot a 16 
Ethics and sociology......... x - ks 18 
Philosophy of religion........ A hy sig! 18 
Christian institutions ........ 3 oe a 22 
Home service (S.)..........- me sa vis 15 


*The programs presented in this table are not comparable qualitatively 
since the column for 1870 shows the number of years devoted to each 
subject; in 1895 and 1922 the unit of measurement is the semester hour. 

The program of Union Theological Seminary in 1870 was 
the seminary program of that day. Three years were devoted 
to each of the following: the Old and New Testament in 
English and the original languages, homiletics, and church 
history; two years were given to systematic theology; and 


[82] 








yee At- VA. Sw 


PROGRAMS OF STUDY 


one each to symbolic theology, eiocution, encyclopaedia and 
natural theology. 

In 1895 with the elective system, came the addition of a 
list of twelve subjects, the greater part of them with a “prac- 
tical” trend. The effect of the new learning in the academic 
world was here most noticeable and Opportunity was offered 
for specialization. 

The program of 1921-22 shows a further development in 
the direction of “applied Christianity.” Practical theology is 
now approximately coordinate with exegetical theology in 
number of hours offered. Great expansion has taken place 
in all departments but the greatest development has been 
from the theoretical disciplines of former years to an entirely 
new group of studies having to do particularly with the present 
world order. Many of these courses seek to acquaint the 
student not only with present-day thinking but also with the 
means of making the church a living force—a vital servant 
of and in the community. 

Special mention may be made of the development of re- 
ligious education (24), sociology and ethics (18), home serv- 
ice (15) and foreign missions (31). These general subjects 
are broken up into numerous subdivisions, courses that provide 
rich opportunity for both general knowledge and specializa- 
tion. The range of study is exceptionally broad, and few 
restrictions are placed upon the student’s choice of subjects. 

Students are encouraged to avail themselves of the privileges 
afforded through the close relationship maintained with Co- 
lumbia and New York University, enhancing the opportunities 
of students working for advanced degrees, particularly in the 
way of technical training not provided by the seminary itself. 

In 1870 ** a fair balance was maintained between the four 


sy Exegetical Historical Systematic Practical Unit of 
Year Theology Theology Theology Theology Measure 
1870 6 3 5 4 Years Pr. 
1895 38 (13) 6 (9) 11 (6) 22 (2) Sem. Hrs. Pr. & E. 
1922 (127) (121)* (59) ** TG5 wee sho ec, 


* Including the history of Christianity and of other religions. é 
** Including philosophy of religion, systematic theology and ethics. 
*** Including homiletics, pastoral theology, religious education, psychol- 
ogy of religion, foreign service and home service. 
[83] 








THEOLOGICAL EDUCATION IN AMERICA 


great fields of theological study. In 1895 the emphasis was 
on exegetical theology both in prescribed and elective hours. 
At the present time systematic theology is given relatively less 
emphasis but otherwise the balance has been reestablished. 
Much of the supplementary work taken in the universities falls 
into the practical theology group. 


COMPOSITE PROGRAMS OF 1870 


The programs of 1870 were essentially the same in all 
these seven selected seminaries. The chief differences were 
occasioned by the necessity of caring for denominational pe- 
culiarities. The body of study was much the same in all. 
The Old and the New Testaments in English and in the original 
languages constituted a large part of the course. In fact, the 
original languages largely held the field. Before the days 
of historical criticism as commonly understood today, the 
subject-matter and presentation seem to have been quite uni- 
form. The languages were mastered to discover better the 
exact shade of meaning the inspired Scriptures meant to con- 
vey. Interest centered in the historical feature and the prin- 
cipal problems had to do with exegetical and homiletical values. 
Accurate exegesis was deemed preeminently essential. The 
Bible was the recognized source of inspiration for spiritual 
living, the source of material for sermons and of data for 
theology. Since theological disciplines and practices were to 
be drawn from the divinely inspired Word, a large amount 
of time was devoted to exegetical theology. 

Exegesis in most seminaries had much to do with individual 
passages of Scripture and comparatively little to do with the 
books of the Bible as wholes. Questions of “introduction,” 
at least under that name, were rare. 

The harassing problems of the “modern school” did not 
disturb the peaceful study of all passages as equally authori- 
tative and vitally significant. ‘Questions that did arise were 
largely textual. The study of this period, as of the more 


[84] 


PROGRAMS OF STUDY 


distant past, was linguistic on the one hand and hortatory and 
homiletical on the other.1® 

As the sacred Scriptures must be elucidated through elabo- 
rate courses, so must the mind of the church be explained. 
Consequently, all of these seminaries devoted a liberal portion 
of their time to the study of the history of the Christian 
Church. Special consideration was given to the growth of 
the church and its doctrines through the “Dark Ages” ; through 
the Reformation period and through the emergence of de- 
nominational interpretations in succeeding centuries. 

Theology was reduced to what was considered an adequate 
system. The courses often reflected the scholasticism of a 
much earlier period. The philosophies of Plato, Thomas 
Aquinas and Calvin were more in evidence than were those of 
the more empirical writers. The a prior’ procedure was at 
par. Theology was seemingly regarded as a finished product, 
quite complete within itself. 

Union and the Lutheran Seminary of Philadelphia offered 
courses in symbolic theology. Oberlin and Princeton gave 
courses in both biblical and polemic theology. Judging from 
the names of courses in the field of systematic theology, 
Oberlin was more venturesome than others in introducing new 
material. Oberlin offered courses in systematic theology, 
polemic theology, biblical theology and in the history of doc- 
trine. It is interesting to note that the Lutheran Theological 
Seminary was the only one of the seven that offered courses 
under the title of “ethics” at this early date, a reflection prob- 
ably of its closer relations with European universities, 

Practical theology, which taught the student how to relate 
himself to his church and parish, was given by all. Union 
Theological Seminary at this time included this work under 
the caption “homiletics.” Homiletics as the art of using 
information gained from other theological disciplines for the 
instruction and education of the people was taught by all. As 
in the case of General Theological Seminary, it was usually 





“Among commentaries much used were Alford, Meyer and Godet, 
Matthew Henry, Alexander, Delitzsch, Hengstenberg, Keil, Henderson and 


Maurier. 
[85] 





THEOLOGICAL EDUCATION IN AMERICA 


included under the heading “pastoral theology.” Generally 
speaking, little appeared in the programs of study at this early 
age which had to do with any phase of religious education or 
the social problems of the community. All had to do with 
the making of the minister to serve a church which though in 
the world was quite apart from it. 

Such work offered by all, with variations adapted to the 
genius of the denomination served, constituted the backbone 
of the work of the seminaries. The appearance of other 
courses indicates developments in the interest of denomina- 
tional peculiarities or of attempts on the part of the seminaries 
to adjust themselves to a growing world. These changes un- 
doubtedly were going on in varied degrees in the interpretation 
of the content of the older courses. This exposition neces- 
sarily deals with the more formal side of the structure of the 
program. 

COMPOSITE PROGRAMS OF 1895 


The programs of the seminaries here studied show sig- 
nificant changes during the quarter-century between 1870 
and 1895. In the earlier period the courses were not usually 
marked out quantitatively. In 1895 instead of merely an- 
nouncing courses by name, the seminaries were indicating 
the actual number of hours devoted to each. Marked progress 
had been made as well, in the articulation of the material 
composing the programs. These changes were not peculiar to 
seminaries but were coincident with changes in other educa- 
tional fields. 

The elective system was introduced by Oberlin and Union. 
All still retained emphasis on exegetical theology, but these 
two removed the requirement of Hebrew. Church history, 
systematic theology and homiletics continued in much the 
same ratio as in the earlier years. Biblical theology, pre- 
viously offered by Oberlin alone, was now offered also by 
Princeton and Union. Sociology and the history of doctrine 
were offered by Oberlin and Garrett—required at Garrett and 
elective at Oberlin—and by Union under the title, “history of 

--» Christian thought.” Pastoral theology was called practical 


wi a0 
wer 





PROGRAMS OF STUDY 


theology at Oberlin and at the Lutheran Seminary at Phila- 
delphia. One hour was required at the latter, while the 
former offered eight hours elective. Oberlin and Union 
showed development through the recognition of the needs of 
the church parish. They offered courses in the philosophy 
of religion and in the harmony of science and Revelation. 
The latter subject served its day and disappeared, whereas 
courses in philosophy of religion were later extensively intro- 
duced. Union and Garrett announced courses in missions. 
The other scattered subjects offered at this time found their 
raison d’étre largely in denominational peculiarities and cannot 
easily be compared. 


COMPOSITE PROGRAMS OF 1922 


Table VIIT shows the present relationship of the prescribed 
and advertised courses by departments in the seven seminaries 
studied. All had a definite prescribed program fifty years ago. 
Today all offer a wide range of electives and the prescribed 
courses vary according to the tenets of the denomination to be 
served and its conception of the values and emphasis to be 
placed upon the material constituting the program of study. 
Garrett and Union offer unusual opportunities for the study 
of methods and for actual clinical work as a fundamental 
part of the minister’s preparation. 


TABLE VIII— PROGRAM IN SEMESTER HOURS OF SELECTED 
SEMINARIES, 1921-22 


Exegetical Historical Systematic Practical 
Theology Theology Theology Theology 

Pre- Adver- Pre. Adver- Pre- Adver- Pre- Adver- 

INSTITUTION scribed tised scribed tised scribed tised scribed tised 

a I2 249 6 60 6 54 40.5 157.5 
Le re 21 78 9 18 18 51 15 31 
mueran. (Fa:) ....... 20 4I 12 19 14 29 28 4! 
a 13 66 6 22 12 43 12 37 
OAs 36 66 II 17 19 45 24 48 
MROGHIESTEE 5650 cec. eu eee 18 62 8 26 14 28 28 50 

Union (N. Y.) (four- 

wear, course) ........ TTS 7, by ee EOT i 59 eevee 


* This statement is based on the acceptance of a major as the equivalent 
of three semester hours instead of 2.6 as in the body of the report. 


[87] 








THEOLOGICAL EDUCATION IN AMERICA 


That group of seminaries which follows the lead of Prince- 
ton, General and Lutheran at Philadelphia, deals largely with 
the historical, dogmatic and linguistic studies. The schools 
following the trail blazed by such seminaries as Garrett Biblical 
Institute are swinging freely in the direction of new curric- 
ulum materials. Princeton Theological Seminary and Gar- 
rett Biblical Institute as types of denominational seminaries 
represent opposite poles in structure and purpose of programs 
of study. Each of these schools has its profound influence in 
shaping the thought and practice of other schools of its de- 
nomination. Princeton Theological Seminary particularly, 
has a wide influence among other denominations as well. 

Union, while Presbyterian in origin and now undenomina- 
tional, is more at one with Garrett in structure of the program 
of study and general conception of the place and function of 
the program. Perhaps it is wielding in the liberal school 
of thought the strongest influence, as is Princeton in the con- 
servative school, of the institutions here considered. With 
Union’s program may fairly be compared those of the divinity 
schools of the University of Chicago, Yale, Harvard, Vander- 
bilt and Pacific. As many of the more liberal schools of 
the various communions are looking to such seminaries as 
these for liberal programs, so many of the conservative insti- 
tutions turn to the Princeton group for their ideals. These 
seminaries have had and still are having a powerful influence 
in determining studies and ideals for the two great schools of 
thought in Protestant America. 

While the larger and richer schools offer facilities for 
specialization, Doe are only a few instances that furnish 
evidence of specialization within groups. For example, all 
Presbyterian seminaries list virtually the same titles in their 
programs of study, and so quite generally do the seminaries in 
each denominational group. 


GROUP OBSERVATICNS 


Marked enlargement of the programs of study is witnessed 
in the case of Rochester, Union, Garrett and Oberlin. Prince- 


[88] 








PROGRAMS OF STUDY 


ton’s program remains virtually the same so far as the titles 
of courses are concerned. General and the Philadelphia Lu- 
theran seminaries while not in the first group on the basis of 
expanding program, are leading their respective fellowships 
in this regard. 

In the study of these selected schools it is to be remem- 
bered that they do not reveal the situation for the denomina- 
tional schools as a whole. No one school is entirely repre- 
sentative of the others affiliated with its communion. 

The program of General Theological Seminary belongs in a 
class by itself among the Protestant Episcopal seminaries, and 
if taken as fairly typical would overstate the case. Oberlin 
is somewhat more representative of the schools popularly 
thought of as Congregational. Though not so highly special- 
ized as Yale, it has developed more in this direction than have 
some others. Chicago ( Congregational) is so closely bound 
up with the University of Chicago that it cannot be compared 
here. 

Garrett and Boston represent, in the Methodist Episcopal 
group, the maximum tendency to change. Drew and Iliff are 
developing in the same direction. The other schools of the 
Methodist Episcopal Church, while operating largely from the 
same point of view, do not attempt to offer such varied 
programs. 

The Lutheran Seminary at Philadelphia offers the most 
extensive course of study among the Lutheran group. Many 
of the seminaries of the various branches of the Lutheran 
Church provide a closely prescribed program of study. The 
programs of the Lutheran seminaries on the whole show but 
little change in titles of courses offered since their founding. 

Since Rochester is among the best equipped and most highly 
developed of the Baptist seminaries, it cannot be regarded 
as typical of the Baptist group. The Divinity School of the 
University of Chicago has surpassed Rochester in the develop- 
ment of its program, but the former is usually considered 
among the undenominational and not the Baptist schools. The 
programs of the institutions of this denomination in general, 
display smaller ranges of expansion down to what was prac- 


[89] 








THEOLOGICAL EDUCATION IN AMERICA 


tically the program of fifty years ago. The programs of the 
stronger schools reveal an important tendency in theological 
education. The Divinity School of the University of Chicago 
is having far-reaching influence interdenominationally and in- 
ternationally upon theological education. 

Princeton Theological Seminary, the oldest and best de- 
veloped from the traditional point of view of the Presbyterian 
seminaries, sets a high standard for that group. Following 
her lead in point of view and structure of the program of 
study are Lane, Omaha, Louisville, Dubuque and San Fran- 
cisco. Auburn, Western and McCormick have developed their 
programs perpendicularly as well as horizontally and have 
made many changes not found at Princeton. 

The program of study at Union Theological Seminary has 
undergone radical changes in the matter of prescribed courses. 
The school has an enormous range of electives. Union is 
representative of schools interdenominational in practice— 
Harvard, Yale, the University of Chicago, and Vanderbilt. 
All the schools mentioned in this last class offer extensive 
ranges in electives, require high standards of scholarship and 
put much emphasis upon the more recent studies in the field 
of social service and religious education. 

The programs of study of the seminaries of most of the 
smaller communions are quite variable.1° They range from 
the most limited presentation to the newest type of program 
enrichment. To illustrate, the content of the offerings of 
one institution is presented as follows: eleven hours in Old 
Testament and Hebrew; nine hours New Testament, largely 
in Greek; four hours English Bible ;—constituting together 
twenty-four hours in exegetical theology; nine hours sys- 
tematic theology; nine hours church history; and five hours 
pastoral theology. The five hours in pastoral theology are 
devoted to “the office and duties of a minister as a pastor of 
a church and his relation to the courts of the church.” 

On the other hand, a seminary of another small denomina- 
tion offers, in addition to the subjects regularly found, a wide 
range of courses including required and elective courses in 


* Page 106. 
[90] 





PROGRAMS OF STUDY 


religious pedagogy, educational psychology, library methods, 
psychology and religion, survey of missions, city missions, 
country church, Christianizing the foreigner, missionary 
methods, phonetics, comparative religions, and psychology of 
religion. This situation is rarely found among seminaries of 
the smaller groups and indeed is not common among the larger 
groups. No generalization can safely be advanced regarding 
the programs of these smaller denominational seminaries. It 
should be stated that many of them are most meager ; others 
are virtually equivalent to, or are in part, college work. Many 
programs require no academic prerequisites and are composed 
of what the instructors can best teach. As a rule, the courses 
in the smaller schools are necessarily prescribed. The very 
little that may be offered in such subjects as religious educa- 
tion, sociology and the history, psychology and philosophy of 
religion, is often elementary, the subjects not having been 
previously studied in college. 


Programs of Representative Denominational 
Groups 


PRESBYTERIAN CHURCH IN THE UNITED STATES OF AMERICA 


The second step in the effort to determine the most important 
features of the present varied programs of the seminaries, is 
the study of the three denominational groups of seminaries— 
Presbyterian U. S. A., Methodist Episcopal and Protestant 
Episcopal. The following summary of the Northern Pres- 
byterian seminaries is based upon the study of Auburn, 
Bloomfield, Dubuque, Lane, McCormick, Omaha, Princeton, 
San Francisco, Western and Louisville theological seminaries. 
These seminaries emphasize the historical and theoretical 
aspects of study. They put much time upon linguistic re- 
quirements. On the whole, they are unusually conservative in 
building their programs and make few departures from the 
fundamental structure of their early years. 

Exegetical theology is greatly stressed. Practically all re- 
quire Hebrew either for the degree or the diploma. Auburn 


[91] 








THEOLOGICAL EDUCATION IN AMERICA 


has made the subject elective. The average number of re- 
quired hours of Hebrew for this large group is about ten. 
An average of nine elective hours is also offered with a few 
advertised hours in cognate languages. English Old Testa- 
ment also receives much attention. The average number of 
hours is ten prescribed and nine elective. The offerings in Mc- 
Cormick are particularly heavy in this department because of 
the development in the department of historical (biblical) 
theology. 

In the New Testament field, the linguistic requirements are 
the same as in the Old Testament. The electives, however, 
are fewer. Clear classification is difficult because of ambiguity 
of statement. For example, Omaha states “A knowledge of 
Greek is assumed but the work may be carried on without it.” 

The average number of hours in the department of church 
history is eleven prescribed and six elective. McCormick 
makes the lightest requirement but offers more electives. 

Accuracy of statement is difficult in the so-called department 
of “systematic theology,” because of the variety of nomencla- 
ture applied to identical material, and the variety of material 
comprehended under a given title. An attempt has been 
made, however, to list such work as is usually classed under 
the general title of “systematic theology.’’ This indicates 
that on the average thirteen hours are prescribed and six are 
elective. In addition, Auburn prescribes nine hours and offers 
eight electives in apologetics and theism; Omaha prescribes 
four in apologetics; Princeton prescribes nineteen and offers 
twenty-six elective under the general titles of “apologetics” 
and ‘‘systematic theology.” It is to be noted in the case of 
Princeton, for example, that a doctrinal exposition of certain 
biblical books is included under systematic theology. Similar 
material is treated in other seminaries, McCormick, for in- 
stance, under the title “biblical theology.’”’ McCormick has 
developed further, perhaps, in the field of philosophy of re- 
ligion and ethics than any other seminary of this group. 
Even here some of the included titles, as “history of religion,” 
etc., may be found elsewhere under other general headings. 


[92] 


PROGRAMS OF STUDY 


Christian ethics in this group as a whole, is treated from the 
biblical standpoint. ‘ 

The general subject of religious education receives very 
little attention in the Presbyterian seminaries. The chief ex- 
ceptions are Auburn and McCormick. The former has an 
auxiliary department, whereas the latter offers fourteen hours 
covering psychology of religion and other subjects having to 
do with methods and materials of religious education. Prince- 
ton announces no course in religious education per se, but has 
listed a small elective in psychology of religion under the 
department of apologetics. A chair is to be established in 
San Francisco Theological Seminary in religious education. 
In general, the program for students in seminaries of this 
group is doctrinal rather than empirical. 


The general field of practical theology, as formerly inter. 


preted, is treated in the Presbyterian seminaries in various 
ways. The lack of uniformity makes comparison difficult. 
The two subdivisions most strongly emphasized are homiletics 
and practical theology, technically so-called. As a group these 
schools put much time on homiletics, requiring as much as 
thirteen hours, as is the case at Auburn. They treat the sub- 
ject in a formal way. In some, Auburn particularly, con- 
siderable attention is given to the study of individual books 
of the Bible from the homiletical point of view. Western 
successfully conducts a unique clinic in this subject for its 
upper classmen. An average of two hours or more is also 
prescribed in voice culture and public speaking. The average 
for all schools is eight hours required and five elective. Prac- 
tical theology as such receives scant attention. The courses 
are designed to inform the student on the scope and function 
of the pastor. Princeton prescribes four hours and McCor- 
mick offers six. 

Less than two hours of sociology on the average is required 
by the members of this group, with an average of two elective 
hours. San Francisco prescribes six hours and offers six 
electives ; McCormick prescribes two and offers eight electives. 
Princeton neither requires nor offers any as such. A two- 
hour course under apologetics is in the nature of a contrast 


[93 ] 


eee eS 














THEOLOGICAL EDUCATION IN AMERICA 


between the sociology of the schools and of the Bible. Lane 
practically omits the subject. The programs of the Presby- 
terian seminaries do not contain departments of social service 
as such. In Auburn, McCormick and Western, sacred music 
receives considerable attention. Western is particularly fortu- 
nate in possessing one of the best libraries on hymnology in 
America. 

Missions, as a subject of study, is not emphasized in this 
group of seminaries. The missionary spirit, however, cannot 
be measured by the number of courses offered. While San 
Francisco, for example, devotes considerable attention to the 
subject, other seminaries like Lane offer two hours for a single 
semester to cover the entire field. 


PROTESTANT EPISCOPAL 


The schools here considered are Berkeley Divinity School, 
the Divinity School of the Protestant Episcopal Church at 
Philadelphia, the Episcopal Theological School at Cambridge, 
the General Theological Seminary, Nashotah House, Seabury 
Divinity School, the Protestant Episcopal Seminary in Vir- 
ginta, Western Theological Seminary, Kenyon College (Bex- 
ley Hall), and the University of the South. Figures were not 
available for De Lancey Divinity School or the Church 
Divinity School of the Pacific, and the College of St. John the 
Evangelist. 

Similarity is obvious in the program of the Protestant 
Episcopal seminaries. These seminaries provide general 
major subjects, as do the seminaries of other communions, 
but put particular stress upon liturgics, and such studies as are 
peculiar to the genius of the church. The greater number of 
requirements, therefore, is to be found in the fields of exegeti- 
cal, systematic and historical theology, in descending order. 

Four of the ten seminaries require Hebrew, running from 
eight to sixteen hours, with an average of thirteen for the 
four. All ten require Old Testament in English with an 
average of eleven hours each. All ten require Greek with an 
average of twelve hours; an average of five elective hours in 


[94] 








PROGRAMS OF STUDY 


Greek is offered; five of the schools offer Greek electives with 
an average of ten hours each. 

A similar requirement is made in English New Testament 
by the same number of schools, with several electives in each 
case. Bexley Hall and the school in Virginia require many 
courses in English Bible—whether in Old or New Testament 
is not stated. 

In church history heavy requirements are made, averaging 
in the nine schools giving figures, fourteen hours each; the 
electives are generous. 

Systematic theology, including dogmatics and in a few cases 
material sometimes classed under other heads, is given the 
same average number of hours as church history. Apologetics 
in four schools is listed separately but the material in the 
others is treated under the head of systematic theology. This 
adds materially to the strength of the offerings in the depart- 
ment of systematic theology. 

Ethics, or moral theology, is required in virtually all the 
seminaries with an average of four hours. 

In the general field of practical theology a number of sub- 
jects are offered, as church polity, canon law, liturgics, minis- 
tration, homiletics, pastoral theology, public speaking, mis- 
sions, music, religious education and sociology. The greater 
amount of this work, it is evident, is intended to make of the 
student a preacher and pastor, to prepare him to write and 
deliver the sermon, to celebrate the sacrament, and to give 
pastoral care to the parish. Very little time is given to the 
study of religious education or to the social and industrial 
problems with which the church has to deal. In certain insti- 
tutions, however, generous opportunities for development in 
the fields of education and social service are offered. For 
example, at Cambridge, the student may elect from the rich 
offerings of Harvard University; at Philadelphia, he may 
choose from the courses at the University of Pennsylvania; 
and at General, he has access to the wealth of Union and of 
Columbia and New York Universities. 

Berkeley gives one hour of religious education and one hour 


[95] 





THEOLOGICAL EDUCATION IN AMERICA 


in psychology of religion. The divinity school at Philadelphia 
requires four hours in religious pedagogy and offers two hours 
in sociological conditions, two hours in current church prob- 
lems, and one hour in problems of the rural church, The 
school at Cambridge requires three hours in religious education 
and offers six elective hours with the offerings in the field of 
social service. The Nashotah House requires two hours in 
religious education and offers an elective of two hours in soci- 
ology for students not taking Hebrew. Seabury offers nothing 
either in the field of religious education or of social service. 
The University of the South requires two hours of religious 
education and four hours of sociology as a substitute for He- 
brew. The Seminary in Virginia offers nothing in the field of 
religious education but provides a course in sociology. Bexley 
Hall requires six hours in religious education but offers 
nothing in social service. 

The following statement has appeared in the catalogue of 
Western Theological Seminary at Chicago: “Fully cognizant 
of the undesirability of treating purely civic questions in a 

¥ theological Seminary, it is nevertheless purposed that students 
in their Middle or Senior Year may have the opportunity of 
reviewing briefly in a religious atmosphere their previous 
studies in Economics, Political Economy, Sociology and Psy- 
chology.” To provide for this review, in the particular insti- 
tution just mentioned, a one-hour course through the year has 
been offered. 

Apart from the training in actual sermon-building and 
pastoral care, virtually all the programs of these schools as a 
group are devoted to subjects theoretical, historical and specu- 
lative. The practical aspect of training here has to do with 
preparing the student for his ecclesiastical functions. The 
exceptional clinical work of the Protestant Episcopal Theo- 
logical Seminary in Virginia is referred to later in this chapter. 
The Protéstant Episcopal seminaries, in general, assign a 
,relatively small proportion of the course to studies bearing 
directly upon religious education, social and industrial better- 

/ ment. 


06] 





PROGRAMS OF STUDY. 


METHODIST EPISCOPAL 


The seminaries here considered are Boston University 
School of Theology, Drew Theological Seminary, Garrett 
Biblical Institute, Iliff School of Theology, Kimball School 
of Theology, and Maclay College of the Bible. The smaller 
schools—Central Wesleyan Theological Seminary, Nast Theo- 
logical Seminary, Norwegian-Danish Theological Seminary, 
and Swedish Theological Seminary are not included. 

A certain homogeneity of programs of the six Methodist 
Episcopal seminaries is noticeable. They lay comparatively 
little stress upon the historical aspect of theological education 
and put much upon the later developments in the field of re- 
ligious education and social service. 

The field of exegetical theology, while apparently sometimes 
neglected, is cared for in approaches made from different 
Be oles, For example, in addition to the departments of Old 
and New Testament in English and the original languages, 
separate departments with many titles are maintained in 
biblical literature, and biblical theology, with much attention 
devoted to biblical introduction. Drew and Maclay require 
six to eight hours respectively of Hebrew for the degree, but 
not for graduation. The six schools provide an average of 
sixteen elective hours in Hebrew. In English Old Testament 
they prescribe an average of eleven hours each, with an aver- 
age of twenty elective hours. Garrett offers nearly sixty 
elective hours in English Old Testament. In four of the 
six schools an average of seven hours of Greek is required. 
The six offer an average of fourteen elective hours; Boston 
requires eight, and advertises thirty-two; Drew requires four 
and offers fourteen. 

Though historical theology in this group of schools is not 
stressed, ample opportunity is afforded in the stronger semi- 
naries for extensive study and specialization. 

The term “systematic theology,” in the Methodist Episcopal 
group, includes such material as philosophy of religion, ethics, 
etc. On the whole, the stronger schools list a smaller number 
of prescribed hours in this study, ranging from five to eight, 


[97] 





THEOLOGICAL EDUCATION IN AMERICA 


whereas the others run from eight to fifteen. There are many 
more elective hours, however, in the larger seminaries, the 
number ranging from sixteen to thirty-seven. 

In practical theology, so called, are comprehended the various 
phases of church administration and management, sociology 
and social applications, including city and rural church. A 
detailed account of these courses is treated elsewhere in this 
study ; suffice it here to call attention only to the list of semester 
hours. The average number of required hours in the four 
stronger schools is eighteen; whereas an average of thirty-five 
additional elective hours is offered. Kimball prescribes twelve 
hours and offers ten more electives; Maclay prescribed eight 
and offers twenty-six electives. This is exclusive of homi- 
letics, missions, public speaking and public worship—subjects 
often included under “practical theology.” 

{ The expansion of the field of pastoral theology is conspicu- 
lous in the Methodist Episcopal group. Their programs pro- 
pose to relate the church to the present social order. They 
provide numerous courses in religious education; psychology 
of religion; practical survey methods, both for church and 
community; sociology; social service; city church; rural 
' church; clinical work, etc. Garrett and Boston are particularly 
strong in these regards. 

Unusual emphasis is placed in the Methodist Episcopal group 
upon religious education and psychology of religion. At Bos- 
ton University, in addition to the twenty hours offered in the 
seminary, a special School of Religious Education and Social 
Service is maintained on an undergraduate basis which pro- 
vides a most unusual opportunity in this whole field of study. 
Drew offers nineteen elective hours; Garrett requires five hours 
and offers eleven more electives; Iliff prescribes twelve and 
offers four electives; Kimball and Maclay are following as 
rapidly as their strength permits. 

_ An average of eight hours is prescribed in homiletics. The 
electives range as high as twenty-five. 

Missions and the study of comparative religion are largely 
elective, though limited requirements are made in some schools. 
Boston, Drew and Garrett offer an average of twenty-one 


[98] 





PROGRAMS OF STUDY 


hours each, with further opportunities in Boston University 
and Harvard, Columbia and Northwestern universities re- 
spectively. 

No group of denominational seminaries is making a more 
strenuous effort to apply thorough scientific methods to the 
training of preachers who are to become social engineers and 
religious educators. 


COMPARISON OF THE THREE GROUPS OF PROGRAMS 


The three groups of seminaries have been taken as repre- 
sentatives of types. They represent a variety of developments. 
Some of the seminaries here described might with almost equal 
justification be grouped with the university seminaries to be 
referred to later. 

In exegetical theology the comparison of the three groups 
of schools is interesting. In Hebrew, for graduation or de- 
gree, the Presbyterians prescribe on the average eleven hours, 
the Episcopalians six, and the Methodists two. In Hebrew 
electives the Presbyterians offer on the average eight, the 
Episcopal schools eight, and the Methodist sixteen. In the 
English Old Testament, the Episcopal, Methodist and Pres- 
byterian seminaries prescribe an average of eleven hours. In 
electives the Presbyterian group is much stronger. Garrett 
makes the exceptionally generous offering of fifty-nine hours. 

In Greek, the Episcopal schools prescribe an average of 
twelve hours, the Presbyterian eleven, and the Methodist 
seven. The average elective offerings are very different: 
The Methodist, fourteen; the Episcopal, ten; and the Pres- 
byterian, six. A similar situation obtains in English New 
Testament among the Episcopal and Presbyterian institutions. 
The stronger Methodist schools offer wide ranges of electives. 
Garrett, for example, gives seventy-five hours elective. In 
offerings in the field of exegetical theology the Methodist 
schools are first ; in requirements, they are last. Offerings and 
requirements are often found in inverse ratio to each other. 

In historical theology, the Episcopal seminaries have an 
average of fourteen prescribed hours, the Presbyterian and 


[99] 








THEOLOGICAL EDUCATION IN AMERICA 


the Methodist seven. The average number of hours offered 
varies greatly; the Methodists make large offerings, while 
the Episcopal schools offer much less. 

In systematic theology, the Episcopal and Presbyterian 
groups are making virtually the same requirements, with an 
average of about fourteen hours. The Methodists average 
about nine hours. In electives the Methodists again lead. 
The Episcopal and Presbyterian groups put more emphasis on 
what has been thought of as dogmatics and apologetics than 
do the Methodists. The Methodists show less interest in fol- 
lowing traditional lines either in content or in method of 
presentation. 

The strongest contrast between the programs of study of 
these groups of schools is to be found in the field of practical 
theology. The subjects treated, apart from the technique of 
sermon-building and care of the parish, vary most widely. 
They have to do with :the peculiarities of their respective 
communions, except in case of the Methodists, whose subjects 
cover the whole realm of social service and applied Christian- 
ity. The Episcopal seminaries largely omit these subjects as 
separate disciplines. The Presbyterians occupy an intermedi- 
ate position in this regard. The Methodists are carrying 
forward extensive programs of specialization. They offer a 
variety of courses and seminars, for example, on the rural 
church, the city church, religious education, social service. 
Drew Seminary is putting in an agricultural experiment sta- 
tion for rural pastors. This specialization is rarely mentioned 
in either of the other groups. Certainly no considerable pro- 
vision is made for such specialization in their formal programs 
of study. 

OTHER GROUPS 


Other denominational groups of seminaries are to be de- 
scribed quite largely through combinations of the typical 
groups cited above. The Baptists show strong similarities to 
the Presbyterian group, particularly in systematic and his- 
torical theologies. Creedal and liturgical effects are quite as 
obvious in the Lutheran as in the Episcopalian group. The 


[100] 








PROGRAMS OF STUDY 


Arminian influences found in the Methodist are quite as 
traceable in the schools of other communions. While the 
spirit of the Reformed Theology has conserved the things of 
the past, the spirit of Arminianism seems to have been par- 
ticularly conducive to,experimentation. The one has developed 
a group of schools that tends to adhere with considerable 
tenacity to the traditional subjects and content. The other 
tends to put these traditional subjects more and more in the 
list of electives. One depends more upon authority than the 
other. Ventures in new fields for the one group are not easy, 
whereas to the other they are natural. One seeks finality, the 
other workability. Some of the empirical consequences of 
the Arminian Theology are well illustrated in the structure 
of the Methodist program. 

The strong Calvinistic leanings in the Congregational group 
were early influenced by the freedom of Arminianism, There 
has appeared for this and other reasons an unusual freedom 
and boldness among them in breaking new fields. They re- 
tained the sturdy intellectual qualities found in the Reformed 
group and attempted to apply them in virgin fields. This has 
given them a class of institutions, if one can think of them as 
a class, somewhere between the Presbyterian and Methodist 
group. The tendency in the Disciples and Baptist groups is 
more in accord with the Congregational than with either of 
the three typical groups discussed here. The tendencies in the 
more “progressive” Baptist schools are much more in accord 
with the Methodists than with the Presbyterian leanings. 

The liturgical and ritualistic churches, as the Episcopal, 
naturally devote more time to the teaching of priestly functions 
to their theological students than do the less formal and per- 
haps more democratic communions. In the former, liturgics 
and similar developments are strong, while in the latter the 
building and delivery of the sermon are emphasized. These 
influences are traceable also in the other three great depart- 
ments of theological instruction. The liturgical churches as 
a class, for example, are more concerned in their own inter- 
pretation of ecclesiastical history than are the other groups. 
They follow on the whole more loyally the lodestar of com- 


[101] 











THEOLOGICAL EDUCATION IN AMERICA 


posite experience—in thinking as manifested in the creed, and 
in practice as seen in the ritual. These considerations affect 
very noticeably the structure of the entire program. Par- 
ticularly, of course, is this true in the field of pastoral theology. 

The method and result of exegetical study in the average 
Lutheran seminary is very different from that in vogue in the 
Congregational. Church history is rarely taught in the same 
way in Episcopal and Baptist seminaries. Each is con- 
cerned in putting a favorable interpretation upon those mate- 
rials of theological instruction that will advance the interests 
of the communion it serves. Naturally, the textbooks pro- 
duced within the denomination have been and still are pre- 
ferred, all else being equal, but to a diminishing degree. 


CHAPTER IV 


PROGRAMS OF STUDY (Continued) 


Representative Types of Organization 
UNIVERSITY SEMINARIES 


The effort to determine the most important features of 
present programs leads at this point to a third approach, 
namely, by classification, according to organization of insti- 
tution, into university seminaries and small seminaries. 

The divinity school of the University of Chicago, that of 
Yale and the theological school in Harvard are similar in 
that they are organic parts of universities of the first rank. 
Union Theological Seminary of New York City, while not 
organically related to Columbia University, has many char- 
acteristics in common with the three others just named. These 
four seminaries are in their practical management possessed of 
full self-control. They adhere definitely to the scientific point 
of view; they have free interchange of courses with other 
faculties of their respective universities: they have unusual 
equipment and complex organization. There are some 
others * which may be referred to as university seminaries, 
but they have been listed at their own cognizance as denomi- 
national institutions, or they are affiliated with universities not 
holding membership in the Association of American Uni- 
versities. 

The seminaries named are graduate schools and offer ex- 


tensive courses leading to the degrees, conferred by the semi- 
nary or the university, of A.M., B.D., S.T.M., Th.D., and 





*Among these are Boston and Garrett, considered elsewhere in the 
Methodist group, and Vanderbilt and Pacific which are included among 
the undenominational seminaries. 

[103] 














THEOLOGICAL EDUCATION IN AMERICA 


Ph.D.; and these courses are conducted on the same academic 
level and by the same methods as those offered in other de- 
partments of the university. 

The scientific attitude toward subjects is maintained, and 
especial attention is given to methodology. Religious phe- 
nomena are subjected to free and frank criticism and scrutiny. 
This method culminates in many phases of research partici- 
pated in by many students already possessing theological de- 
grees under conditions not different from those obtaining in 
other graduate schools of the highest standing. The schools 
are addressing themselves to the scientific study of the entire 
field of religion. In some of them this scientific. spirit is 
supplemented by the unusual development of phases of prac- 
tical theology. Practical training and oversight are required 
for the B.D. degree. Though undenominational, most of 
them have working relationship with churches in which 
“laboratory” work is done. Religious education and sociology 
are highly developed. aR 

There are in all these institutions wide ranges of elective 
courses not only within the seminaries themselves but in 
various other departments of the university. The university’ 
departments of history, philosophy, education and sociology 
stand in close relationship to the seminary. For this post- 
graduate work there is little definite prescription of subject- 
matter. The student selects one or more departments in 
which to specialize for a degree and usually prepares a disser- 
tation leading to the possible solution of some definite problem. 
The Divinity school of the University of Chicago offers no 
fewer than three hundred elective courses. Union offers about 
the same number including those in Teachers College and 
Columbia. In the case of a single student even in these insti- 
tutions, the work is largely prescribed in the interest of a 
unified curriculum. 

These institutions provide this range of specialization in 
their graduate as well as in their postgraduate departments. 
Chicago offers courses leading to the B.D. degree which are 
grouped under the general headings of the pastorate, the 
foreign mission field, religious education, and social service. 


[104] 








PROGRAMS OF STUDY 


Much of the work in the four groups is similar if not identical; 
but each curriculum has a considerable list of prescribed 
courses of its own. In addition to divinity school courses, 
numerous courses in the various departments of the university 
are available. 

At Yale the courses are grouped to provide special prepara- 
tion in pastoral service, missions, religious education, social 
service, and history and philosophy of religion. A Christian 
layman’s course with wide range of electives is offered: This 
course is open to Association secretaries and others preparing 
for special vocational work. 

The theological school at Harvard has a flexible curriculum, 
allowing large opportunity for electives, leading to the degree 
of Bachelor of Theology. The school then offers advanced 
work, leading to the degrees, Master of Theology and Doctor 
of Theology. Students of the theology school are not pro- 
posed for the degrees of M.A., and Ph.D., these being the 
degrees offered by the Graduate School of Arts and Sciences. 

The program of Union Theological Seminary is set forth 
in detail in Chart VII. 

The adaptability of the programs of study of the university 
seminaries is illustrated by the fact that while the students 
enrolled have set before them remarkable opportunities for 
the study of the Bible in the original languages, Hebrew and 
Greek, these languages are not made a prerequisite, except 
at Union,* for the great mass of the material available to 
the student. Indeed, neither language is required in Har- 
vard or Chicago in any of the groups for the B.D. degree, 
or in Yale except in the pastoral service group. The Bible 
is studied largely from the English text with much emphasis 
on questions of “introduction” and history. The presence 
of elaborate basic courses in Old and New Testament in 
English emphasizes this vital approach by the university 
seminaries to the theological material. 

In all these seminaries, and in the universities of which 





*In Union, Greek is required as a prerequisite to graduation. 


[105] 








THEOLOGICAL EDUCATION IN AMERICA 


they are a part, tuition fees are charged; but tuition help of 
some sort is given on the basis of scholarship requirements. 

Another characteristic of the university seminaries that 
illustrates the cosmopolitan character of their programs of 
study is found in the welcome given by them to students 
of all denominational affiliations and theological antecedents. 
These seminaries are centers of learning also for students 
of foreign birth and training. Most of them have elaborate 
plans for drawing into their enrollment choice students from 
all parts of the earth; and the atmosphere of the seminaries 
is such as to allow free play in the choice of program by 
such students. Union Theological Seminary has developed 
a system of European fellowships and similar fellowships are 
found in the other university seminaries. 

The University of Chicago has developed an unusually 
strong summer quarter to which instructors are brought from 
other divinity schools and in which a large number of 
graduate students register. One seminary (Meadville) trans- 
fers all of its students to the University of Chicago for the 
summer quarter.’ 

These seminaries and others of the university type have 
become in preeminent degree training centers for seminary 
teachers, Because of the eminence of their teaching staffs, 
the methods they employ, the educational programs they offer, 
the academic standards they maintain, their library facilities 
and the complex environment in which they are located, they 
furnish unusual opportunities for those looking forward to 
various types of leadership in connection with the work o 
the church. 


Seminaries of Small Enrollment 


Table B, Appendix II, has a column showing this year’s 
total enrollment of seminaries in the United States. It con- 
tains about fifty institutions whose total enrollment is less 
than thirty students each. Except for seminaries of the 
Protestant Episcopal church, these seminaries are small in 


*Since the above was written Meadville has removed to Chicago. 


[106] 











PROGRAMS OF STUDY 


the sense that they represent groups numerically in the 
minority and are sufficiently individual to have no immediate 
prospect of large enrollment. The names of the smaller groups 
epitomize their denominational interaction and origin: Metho- 
dist Protestant, Reformed Episcopal, Presbyterian United 
States Reformed Presbyterian, Finnish Evangelical Lutheran 
National Church, Seventh Day Baptist, Adventist. 

The educational programs of these groups, then, represent 
the reinterpretation, perhaps fusion, of certain historic tradi- 
tions and ideals of the church modified by the special element 
of their own personality. In essentials, they follow the his- 
toric pattern. 

Impulsion toward variation may indicate a desire to change 
the balance between Calvinism and Arminianism. National 
origin must be expressed in a particular way as in the Finnish, 
Danish, Swedish, German and Norwegian seminaries of the 
Lutheran Church and the special seminaries for these nation- 
alities in the Baptist and Methodist bodies. Regional dif- 
ferences established a separation in the Methodist, Baptist 
and Presbyterian churches of the North and the South. 
Peculiarities of environment, preference for a particular form 
of government, the originality of leadership of a founder, 
desire to return to the apparently simpler issues of the Fathers, 
the human tendency toward liberalism or conservatism, 
mysterious differences of taste and temperament have deter- 
mined the founding and continuance of these groups and 
their seminaries. 

These seminaries are not radically different in their policy, 
in the expenditure of their funds, or in their habits of educa- 
tional procedure. Wherein then are they like and wherein 
unlike other seminary groups? 

They cannot be distinguished by entrance requirements; 
they contain men working on the university level, the col- 
lege level, and perhaps lower. They are not rich; some have 
no endowment at all. Not all are poor; the Theological Semi- 
nary of the Reformed Church in America has a productive 
endowment of $700,000. 

Size is not in itself a distinctive characteristic. About half 


[107] 








THEOLOGICAL EDUCATION IN AMERICA 


of these seminaries are in some way affiliated with either a 
college or a university. If affiliated with an institution on 
the university level, the small seminary can offer an educa- 
tional program of almost any breadth. The Protestant Epis- 
copal seminary of Cambridge, for example, while enrolling 
only twenty men, cannot be classed as a small seminary. 
Though the educational program consists of only eighty hours, 
or not more than it is possible to get in a single department 
in some of the largest institutions, there is in affiliated insti- 
tutions opportunity for wide election. Affiliation may be with 
an institution of college, i.e., under-graduate, level, as is the 
case with the seminaries of Juniata, Susquehanna, Piedmont 
and Kenyon colleges. 

When a seminary is isolated, with a small number of 
students, there appears a characteristic quality of which size is 
indicative. The educational balance shifts to the bounds of 
financial support and the program does not represent a de- 
nomination fully in terms of its thinking but largely in terms 
of its ability to pay. The result is a somewhat sharply defined 
educational procedure. Often the small institution has chosen 
between the specialized technique of its own denomination 
and the presentation of present-day problems. Fifty hours, 
sixty, eighty, eighty-five, frequently cover the work offered 
during the year. The balance necessary to make this the 
best output possible obliges the seminary to choose carefully 
in accordance with its limitations. 

Extreme illustration is the case of the seminary represent- 
ing a denomination that is reverting to primitive Christianity, 
the doctrines of the New Testament, the beliefs of the founder, 
etc., in an attempt at renewal in simplicity. The educational 
programs of such institutions consist, first, of biblical exege- 
sis; second, of the systematic theology pertaining to the de- 
nomination; a little history and a little technique which is 
confined to the art of preaching. If there be any work that 
may be called application, it is likely to be in the field of 
missions; whether exegesis is in the original tongue or in 
English depends upon the denomination: but in all such re- 


[108] 








PROGRAMS OF STUDY 


turns to the sources at least a part of the requirement is 
likely to be the original tongue. 

These are the subjects and this is the descending order 
of importance in which these departments are held in many 
institutions. Even more than the large seminary, the small 
seminary falls between the difficulty of the scholarly and 
the technical demands of its constituency. The amount of 
specialized subject-matter that must be given consumes the 
resources of the program. For example, Trinity Seminary 
of Dana College is allocating its chief emphasis to biblical 
exegesis and giving also nine semester hours in dogmatics, 
nine in church history, six in ethics, two in catechetics and 
liturgics, two in homiletics, two in pastoral theology. 

The Evangelical School of Theology, which expresses a 
denominational desire for a greater diffusion of non-technical 
subject-matter, meets the situation by offering the largest 
amount of work in exegesis and systematic theology and 
giving very limited opportunity in other fields, as for instance 
four hours in sociology and ethics, four in missions and com- 
parative religions.® 

Meadville Theological Seminary, although representing a 
denomination ultra-liberal in belief, is handling its program 
by the familiar topics, the difference being in treatment and 
in the requirement of work at the University of Chicago for 
two summer terms.® 

The educational program of this group of seminaries is more 
likely to be general and extensive; the exegesis does not 
contain so many intensive courses nor do the other depart- 
ments contain so many opportunities for intensive courses 
and seminars; the material as a rule is used in a way more 
deductive and offers less opportunity in the application of 
theory or what is known as practical theology. It is also 
likely to be more technically specialized for a particular de- 
nomination. The entire program is sometimes prescribed. 

The denominational philosophy makes an essential dif- 
ference in treatment, however, and in such a case as West- 
minster Theological Seminary (Methodist Protestant), the 

*See Chart XI. *See Chart XII. 

[109] 











THEOLOGICAL EDUCATION IN AMERICA 


Methodist tendencies to enrichment of the curriculum and to 
horizontal spreading are both evident; even in this institution 
enrolling thirty-three men, courses offer opportunity for wide 
election. 

Witmarsum Theological Seminary, although founded as 
recently as 1904 and enrolling only eighteen students, has 
an elaborate program offering many avenues of approach. 


Program Charts of Twelve Selected 
Seminaries 


A fourth interpretation of the course of study is presented 
by means of detailed program charts for twelve seminaries. 
The programs of five of these seminaries have already been 
discussed in general terms under other headings: General 
Theological Seminary, Oberlin Graduate School of Theology 
and Union Theological Seminary (N. Y.), are among the 
seven considered historically; Boston University School of 
Theology, General and Western (Pittsburgh) are discussed 
under representative denominational groups; Union (New 
York City) is included under university seminaries also. The 
other seven seminaries are: Union Theological Seminary 
(Virginia), Southern Baptist, Reformed Presbyterian, New 
Church Theological School, College of the Bible (Lexington), 
Schuylkill Theological Seminary and Meadville Theological 
School. 

In this series of charts the program is presented as reported 
by the seminary without classifying under the four topical 
heads used heretofore. For this reason, as explained above, 
differences in nomenclature invalidate comparisons between 
seminaries. The content of a course entitled “homiletics,” 
for instance, may vary widely from one seminary to another. 
The general comparisons previously made must be borne in 
mind in reading these charts; but specific comparisons on the 
basis of individual courses are unwarranted. | 

These charts show, for each of the twelve seminaries under 
consideration: 


[110] 




















PROGRAMS OF STUDY 


(1) The semester hours advertised in each subject for a 
given calendar year. 

(2) The semester hours actually taught by the seminary 
during the same year. 

(3) The additional semester hours offered, not during the 
year under consideration, but at some time during the 
students’ course. 

(4) The total semester credit hours earned by the students 
in each department during the year under consideration. 

A comparison of points (1) and (2) for each seminary 

will reveal to what extent the seminary carries into practice 
its announced program, while a consideration of points (2) 
and (4) will show the relative importance attached to each 
subject, measured in teaching hours, compared with its im- 
portance in terms of credit hours earned by the students en- 
rolled. 

The method followed in making these charts can best be 

illustrated by taking a concrete example, e.g., Greek exegesis 
in Union Theological Seminary (Virginia) : 


Semester Hours 
Earned by All 
Semester Students Students 
Year Course Hours Enrolled Enrolled 
Junior: 
John, Matthew, Mark, Luke.. 6 19 114 
Middle: 
Colossians, Ephesians, Philip- 
pians, Philemon, John, Rev- 
elation, Thessalonians ..... 6 27 162 
Senior: 
Romans, Galatians, James, 
Peter I and II, Jude....... 14 84 
18 360 


Chart I A, therefore, shows 18 as the total semester hours 
taught in Greek exegesis and Chart I B, 360, the total number 
of semester hours earned. The other data for this and the 
remaining charts have been arrived at in the same manner. 


[111] 











¥ 


UNION THEOLOGICAL SEMINARY, RICHMOND, VIRGINIA 


Semester Hours ADVERTISED 
0 5 10 1S 20 25 


| 






NeW TEST. (ENGLISH) 
OLD TEST. (ENGLISH) 
GREEK EXEGES!S 
SYSTEMATIC THEOLOGY 
HEBREW EXEGES!S 
REL. EDUC-PSYCHOL. OF REL 
CHURCH HISTORY , 
HOMILETICS 


of PASTORAL THEOLOGY 
YCHOLOGY 


Chart I-A: Semester Hours Advertised and Taught 


Semester Hours CARNeO 

























































0 50 100 150 200 250 300 350: 

New TEST. HOOT 
i (ENOL ? D eS Se Ee ee. 
OLD TEST. (ENGLISH) ae Fe OO a. “aan Parse, FaP a a 0.00 28 282% 2%. .' 
GREEK EXEGES|S BORA eee asateta’: ote tone teres Seegeeegeseee eeececectcte ts 
SYSTEMAT IC THEOLOGY PERO A OOOO Oe Sree 
HEB REW EXEG ES | S ATER ETT AE TE 
ee eX mre eae OO xO OOO ld 

REL. EDUC-PSYCHOL. OF REL- “aecanenenena lotanateennn necetanenten coeeeesteey sestatetctan estcdcectatsr roots 
CHURCH HISTORY Icetotereteneceseceracet sceterenenene ses sctsecentsececeseceae, enesecesecece 0he, 
HOMILETICS “aZeRerecesece oCesecetese 

[a ee) 
PASTORAL THEOLOGY ‘ezececezecece 

Vi 
YY PSYCHOLOGY 


Chart I-B: Semester Hours Earned 


Cuart I-A anv B: EpucaTionAL ProcraM oF UNION THEOLOGICAL SEMI- 
NARY, RICHMOND, VIRGINIA, 1920-1921. 


Seniors 29, Middlers 24, Juniors 48, Specials 5, Total 106. Students must 
be college graduates or qualified to enter senior class of an approve 
college. For B.D. degree: Total 90 hours, English New Testament 3, 
English Old Testament Io, Systematic Theology 14, Church History 12, 
Religious Education and Psychology of Religion 12, Homiletics 4, Pastoral 
Theology 3, Greek 18, Hebrew 14. For diploma: Same as above except 
no Greek or Hebrew, English New Testament 23, English Old Testament 
20, Psychology 2. Public speaking required five times a week for a month. 


Stam 


[113] 








SOUTHERN BAPTIST THEOLOGICAL SEMINARY, 
LOUISVILLE, KENTUCKY 


| SEMESTER Hours AOVERTISEO 
Ot? 4 6 8 10) (2a terete 











GREEK 
HEBREW 

OLD TEST. (ENGLISH) 
NEW TEST. (ENGLISH) 
SYSTEMATIC THEOL, 
CHURCH HISTORY 
HOMILETICS 
MISSIONS 

RELIGIOUS EDUC. 
PRACTICAL THEOL. 
SOCIOLOGY 

MUSIC 

COMPARATIVE RELIG. 
ETHICS 


GB ADVERTISED AND TAUGHT 
CJ TAUGHT DURING COURSE 


Chart II-A: Semester Hours Advertised and Taught 


Semester Hours Earneo 


© 200 400 600 800 1000 1200 1400 1600 








x) 


HEBREW scenarios 

OLD TEST. (ENGL! SH examen 

NEW TEST. (ENGL | SH) EccoSSSeeeaR RRR ERED 

SYSTEMATIC THEOL. _SSSSiiiiaieeaiomriccmarrmremberss 
ee eee 

CHURCH H{ STORY SSR ERE 

HOMILETICS PSSEESNSERET, 

MISSIONS Same eee 

RELIGIOUS EDUC. ESSE 

PRACTICAL THEOL. EES885 5 

SOC! OLOGY aR 

MUSIC ‘ 

COMPARATIVE RELIG. 

ETHICS et 


Chart II-B: Semester Hours Earned 


Cuart II-A ann B: EpucaTionaL ProcrRaM oF SOUTHERN Baptist THEO- 
LOGICAL SEMINARY, LouIsvILLE, KENTUCKY, 1920-1921. 


Men 305, Women (W.M.V. Training School) 197, Total 503. No 
academic requirements for admission. For Th.M.: Total 90 hours. All 
courses except Elementary Greek 6, Comparative Religion or Christianity 
and Current Thought 2. For Th.G.: Total 76, Hebrew 12, Greek 12, 
Systematic Theology 8, Church History 6, Homiletics 6, Music 2, Old 
Testament English 9, English New Testament 9, Missions 4 with 8 ad- 
ditional in Sociology, Practical Theology, Religious Education, Com- 
parative Religion, Christianity and Current Thought. For Th.B.: Total 
58 or 60. No Missions, English New or Old Testament. 


[114] 


























REFORMED PRESBYTERIAN THEOLOGICAL SEMINARY, 
CEDARVILLE, OHIO 


SEMESTER Hours ADVERTISED! 
0 2 4 6 8 Oe 2k ie 16 As 
ENGLISH BIBLE . —— 
HOMILETICS 
HEBREW 
SYSTEMATIC THEOL. 
BIBLICAL THEOLOGY 
CHURCH HISTORY 
ORATORY 
GREEK 
ARCHAEOLOGY : 
PASTORAL THEOLOGY & 
SOCIAL SCIENCE 
ETHICS-APOLOGETICS 
MISSIONS 

























GEM ADVERTISED AND TAUGHT 
ES ADVERTISED NOT TAUGHT 














Chart III-A: Semester Hours Advertised and Taught 


Semester Hours Earned 












1,00.0:0- 0.040. 6:010,0. 0:0 er sche: 
Melatetatetate Meta retatatatn etatatatatael statelatetetahtatetate’ 


ENGLISH BIBLE FERRIER cl 
HOMI LETICS eR Suvsoan MaNNENN oeeeNt REET ONT Ne 
HEBREW Rane 

SYSTEMATIC THEOL. REEROREE UES g 

BIBLICAL THEOLOGYPRESSSROSOSEE CCAR 

CHURCH HISTORY SccunEEepieerrrnrars 

ORATORY 

GREEK et 
ARCHAEOLOGY z 
PASTORAL THEOLOGY 
SOCIAL SCIENCE 
ETHICS-APOLOGETICS 
MISSIONS 





SSCS OCS SSS CSCC NE ae, 
q h 


Chart III-B: Semester Hours Earned 


Cuart III-A anp B: EpucationAL ProGRAM oF REFORMED PRESBYTERIAN 
THEOLOGICAL SEMINARY, CEDARVILLE, OHIO, 1920-1921. 


“All students are undergraduates pursuing college courses with their 
seminary work.” 


[115] 























© - 2S 
S32 ~ Z $2 
re) < SS ° eS oo 
4 = imcatin ees 
) = 256 & 2a 83 
Pe oe AAS &§ S ee 
- — = 3 Ry 0 se 
nF es E > 2 3 hes, 
ca > RS o part ees 
nn 8 5 S ZO = S 
<P me 2a2é 2 a % S we ud 
: on om oss uJ ‘ 8 An oF 
Siam [4 me zt wv p ) HB =| 
HO > ll o “ ee Rig 
WV) a x Bor Bot pod —— Bast od = s w 
“ & 5S a | Site 
H gf ~ a | Sete 
mo : . 1 BY Be = of La 
OA ~ s wn 24 S te oO 
= = ‘ > A ES) 
Pa oH Ds ‘ pS Y So rs) 
5 6 qT 8 RS Bo Bot BS ) ve ee eel og 
nS 22 at = > ILEUS AI mM Fe 5 
ie PY4 DO Kx 6 I 
S ree & G & ” nae Nes A eee 
S | Fo} —=Sesa ee aA “ = w ~ As te 
; Be gee gfe ieee ee ae ee 
ee gEB g5g 2 3 godt gaudy 
a a. ee ~ = IN xe 5 2 2=S3a Ss) m | 80 
aed eE- pogges & Sho bE poh ae Se eves 
pedubgkebese4s § Soe gsc gees <z 58 
Bbreaeassgese Bedylgeeb sep ss ¢§ tg. e 
=e aro Ss geeborScaSisse > & C2 ot 
> OCOonRIZeeELS hao 0 et 
Se - ov SD Ly 
~ fe sea iyoes 
go xs 
HOLS 
O S5 





GENERAL THEOLOGICAL SEMINARY, NEW YORK CITY. 


SEMESTER Hours ADveRTISED 
25 30 3 












OLD TEST. (HEBREW) 
NEW TESTAMENT (GREEK) film 
ECCLESIASTICAL HISTORY [fam 
OLD TESTAMENT (ENGLISH) 
NEW TESTAMENT (ENGLISH) 
DOGMATIC THEOLOGY 
SYSTEMATIC THEOLOGY 
ETHICS 
LITURGICS. 
RELIGIOUS EDUCATION 
HOMILETICS 
[PRACTICAL THEOLOGY 
MISSIONS 
HISTORY OF RELIGION 


@BBE ADVERTISED AND TAUGHT 
3) ADVERTISED: NOT TAUGHT 
EZ] TAUGHT NOT ADVERTISED 
(-_J TAUGHT DURING COURSE. 


Chart V-A: Semester Hours Advertised and Taught 


Semester Hours Earned 
100 150 200 250 


0 50 


300 








OLD TEST. (HEBREW) eceereeaes tee 
NEW TESTAMENT (GREEK) fSeSesesak 3 
ECCLESIASTICAL HISTORY FRERRERIORSa 
OLD TESTAMENT (ENGLISH) RRRSERERER RINT NN DS ees 
NEW TESTAMENT (ENGLISH) RSSSoSeeReRRRRRRRNRY 

DOGMATIC THEOLOGY UNL NUT LENA TNE 
SYSTEMATIC THEOLOGY 

ETHICS 

LITURGICS 
RELIGIOUS EDUCATION 
HOMILETICS 
PRACTICAL THEOLOGY one 
MISSIONS Serene cee 
HISTORY OF RELIGION 


Chart V-B: Semester Hours Earned 


Cart V-A anp B: EpucationaL ProGRAM OF GENERAL THEOLOGICAL 
SEMINARY, New York City, 1920-1921. 


Seniors 12, Middlers 22, Juniors, 21, Specials 14, Total 69. (Fellows 
8, Graduates 2, excluded.) Students must hold B.A. degree or be candi- 
dates for Holy Orders. For graduation: 90 hours, 72 prescribed for 
Section A, 63 Section B and 60 Section C. Section B: Church History 
9, English Old Testament 9, English New Testament 6, Dogmatics 6, 
Ethics 6, Greek 6, Religious Education (Pastoral Theology) 3, Missions 
3, Homiletics (Pastoral Theology) 3, Systematic Theology 3, Liturgics 3, 
Practical Theology (Pastoral Theology and Polity) 6. Section A: Same 
except English Old Testament 6, Hebrew 12, Section C: Same as B 
except English New Testament 12. 

[117] 





Cuart VI-A anp B: EpucationaL ProcraM oF Boston UNIVERSITY 
ScHooL oF THEOLOGY, Boston, MASSACHUSETTS, 1920-1921. 


Seniors 30, Middlers 64, Juniors 61, Specials 24, Total 188. Students 
must be college graduates or seniors whose courses are correlated with 
those of the seminary. For graduation: Total 90 hours, 57 prescribed, 
New Testament (Greek and English) 12, Old Testament and related 
subjects 10, Church History 10, Homiletics 8, Religious Education 8, 
Systematic Theology 6, Practical Theology 3, Elective courses in Political 


Science, Missions, Economics, etc., in Boston and Harvard Universities. 






















































BOSTON UNIVERSITY SCHOOL OF THEOLOGY, 
BOSTON, MASS. 


Semester Hours AOveERTISED 
Ove. oes IOmtene 20) | 257430 365" 46 







NEW TEST. (ENGLISH) 

HEBREW 

|. SOC| OLOGY 

: CHURCH HISTORY 

: L-PSYCHOL. OF RELIG. 
RELIGIOUS EDUC. 
HOMILETICS 
PHILOS. OF RELIG. 
SYSTEMATIC THEOL. 
OLD TEST. (ENGLISH) f& 
PUBLIC SPEAKING 

L/PRACTICAL THEOL. 
HISTORY OF RELIG. 





GREEK 

RURAL CHURCH 

EVANGELISM 

MUSIC GBI ADVERTISED. AND TAUGHT 
ETHICS SS ADVERTISED NOT TAUGHT 


PHYSICAL CULTURE C—JTAUGHT DURING COURSE 


Chart VI-A: Semester Hours Advertised and Taught 


Semester Hours Earned 
0 200 400 600 800 
NEW TEST. (ENGLISH) 


















FPO Sa aa AAC CPPS OOO OO PPP PPP POP SP ob LOCO COOL HA 
RRR 5 0 PH oH 








































HEBREW Wesseaesecesesesesss 

SOC! OLOGY Oe eee 

CHURCH HISTORY PEI KR KR 

PSYCHOL. OF RELIG. R&kkxxsxmeenhod 

; RL _Ba 

RELIGIOUS EDUC. SSeeeeeaesestceseaeaeetees ect 
ae a te - 

HOMILETICS Seseeeseiatatatatetetete etstas ate eictaatetctet 
Cleo Se eae 

PHILOS. OF RELIG. B&kxe seeehe etctet 

SYSTEMATIC THEOL. Riicrreno ooo 


OLD TEST. (ENGLISH) BESeeeaEEEER: ee 
PUBLIC SPEAKING 

PRACTICAL THEOL. 
HISTORY OF RELIG. 


GREEK 
| RURAL CHURCH 
| EVANGEL! SM 
| MUSIC EIR 
| ETHICS 


PHYSICAL CULTURE 


Chart VI-B: Semester Hours Earned 
[119] 


CHart VII-A anp B: EpucationaL ProGRAM OF UNION THEOLOGICAL 
SEMINARY, NEw York City, 1920-1921. 


Seniors 36, Third year 29, Second year 14, First year 39, Total 118. 
Students must be graduates of college of recognized standing. For B.D. 
degree: 112 hours, 4 years. Required, History of Philosophy, Religions, 
Modern Social Movements, Methods of Social Study, Principles and 
Methods of Modern Science, The Bible, History of Christianity, Philos- 
ophy and Psychology of Religion, Systematic Theology, Christian Ethics, 
English Literature, ability to read New Testament in Greek and to use 
clear and correct English. Elective courses available in Columbia and 


New York Universities and New York School of Social Work. 











UNION THEOLOGICAL SEMINARY, NEW YORK CITY. 


Semester Hours AdverRTISEO 





60 


50 


30 








CJTAUGHT DURING COURSE 


EZ] ADVERTISED NOT TAUGHT 





GEMME ADVERTISED AND TAUGHT 


20 


10 





g g 38s8 gG Edge J 
2 B7aee {besos F 
sahbnses Bedpudo. 8 
5 6 sig Sey SUaSRSoOS 
—s & of “ec — oo 

EES AMES AEE 


AAA 
oretatetet overs! 


oO 
ra eS ~ 


Semester Hours Earned 
150 200 250 300 350 


100 


50 





Chart VII-A: Semester Hours Advertised and Taught 


OLD TEST. (ENGLISH) 
HOMILETICS 

ETHICS & SOCIOLOGY 
FOREIGN SERVICE 
RELIGIOUS EDUC. 


NEW TEST. (ENGLISH) 


SYSTEMATIC THEOL. 
HISTORY OF RELIG. 
HOME SERVICE 


GREEK 


CHURCH HISTORY 


HEBREW 


\4 
ie 
ue 
K q 


ix 


PS 





CHRISTIAN INSTIT'NS. 
PHILOS. OF RELIG. 


PUBLIC SPEAKING 


MUSIC 


PASTORAL THEOLOGY 


PSYCHOL. OF RELIG. 


Chart VII-B: Semester Hours Earned 





[121] 


Cuart VIII-A anp B: EpucaTIoNAL ProGRAM OF WESTERN THEOLOGICAL 
SEMINARY, PITTSBURGH, PENNSYLVANIA, 1920-1921. 
Seniors 14, Middlers 9, Juniors 18, Total 41. Students must be College 


graduates or pass an examination in certain subjects or present certificates 
covering similar amount of work. For graduation: Total 98 hours, 82 


prescribed. 








WESTERN THEOLOGICAL SEMINARY, PITTSBURGH, PA, 


Semester Hours ADVERTISED 


HEBREW 
OLD TEST. (ENGLISH) 
CHURCH HISTORY 
NEW TEST. (ENGLISH) 
GREEK \ 
SYSTEMATIC THEOL. 
HOMILETICS 
CHURCH MUSIC 
ELOCUTION 
RELIGIOUS EDUC. ;EXE==EE 
PARATIVE RELIG. | 
CTICAL THEOL. 
MISSIONS 
APOLOGETICS 
PHILOS. OF RELIG. 


| OLOGY 
YCHOL. OF RELIG. 


ETHICS 
HYMNOLOGY 





GHB ADVERTISED AND TAUGHT 
= ADVERTISED NOT TAUGHT 
ES==3 TAUGHT NOT ADVERTISED 
() TAUGHT OURING COURSE 


Chart VIII-A: Semester Hours Advertised and Taught 


Semester Hours Earned 


75 1003001255) 150" if 





























HEBREW PKK KK ORK KK 
OLD TEST. CENGLISH) Seaeeeeatats latatatatctate attatatetete’ seteeateleten Soctietenetstitrtatatetetets GSMFUA: 
CHURCH HISTORY f&& 

NEW TEST. (ENGLISH) 

GREEK 

SYSTEMATIC THEOL. 

HOM] LETICS 

CHURCH MUSIC 

ELOCUT ION 


RELIG. EDUCATION 
COMPARATIVE RELIG. 
PRACTICAL THEOLOG 
MISSIONS 
APOLOGETICS 
PHILOS. OF RELIG. f 
SOC | OLOGY 
PSYCHOL. OF RELIG. 
ETHICS 

HYMNOLOGY 


Chart VIII-B: Semester Hours Earned 
[123] 


(ReneS wat 


KAAAAAAA 
"tereteretore'e 


VLA) 





(E55) PRESCRIBED 
ELECTIVE 








DOCTRINE 


MISSIONS 
HEBREW 
GREEK 


[124] 


COLLEGE OF THE BIBLE, LEXINGTON, KENTUCKY. 


BELIGIOUS EDUC. 
t/PRACTICAL THEOL. fz 
OLD TEST. (ENGLISH)} 

CHURCH HISTORY } 


PRACTICAL THEOLOGY 
OLD TEST. (ENGLISH) 


Total enrollment, 113. 
must present 15 high-school units; for Bachelor of Practical Theology, 
one college year; for B.D. degree, junior standing in a standard college 
or equivalent preparation. Total of 92 semester hours required for gradua- 
tion, 46 hours prescribed work. Hebrew and Greek required for the 
B.D. degree only. 
























Semester Hours 
oO S 10 15 20 











NEW TEST. (ENGLISH) Sasi 





WB ADVERTISED AND TAUGHT 
= ADVERTISED NOT TAUGHT 


Chart IX-A: Semester Hours Advertised and Taught 


Semester Hours Earneo 
200 


0 50 100 150 250 
























NEW TEST. (ENGLISH) BSSSSSeareeRRaRaSRI7 
DE IGA RAS HUNT RET SA 

DOCTRINE RONEN LLL SLL Ls 
arian 

RELIGIOUS EDUC. BRR 













Pr NO Ol LALLA 













CHURCH HISTORY  BRSSS8SSSERRIZ7777 
MISSIONS SSSSEESEBEI 

HEBREW qj |; = BRSSkkRx 

GREEK =  — BRR 


BSS23 PRESCRIBED 
ELECTIVE 


Chart IX-B: Semester Hours Earned 


CuHart IX-A anp B: EpucaTionaAL ProGRAM OF THE COLLEGE OF THE 


BrsLe, LEXINGTON, KENTUCKY, 1920-1921. 


Students registering for English diploma course 








OBERLIN GRADUATE SCHOOL OF THEOLOGY, 
OBERLIN, OHIO. 


Semester Hours Advertiseo 
6 16 .t0 12° 14 




















OLD TEST. (ENGLISH 
CHURCH HISTORY =| 
NEW TEST. (ENGLISH) 
HEBREW 
GREEK 
PHILOS. OF RELIG. 
HOMILETICS 
SYSTEMATIC THEOL. 
HISTORY OF RELIG. 
SOCIOLOGY 
RELIGIOUS EDUC. 
L-PRACTICAL THEOLC 
ETHICS 
MISSIONS 
LPSYCHOL. OF RELIG. 
PUBLIC SPEAKING 


ADVERTISED AND TAUGHT 
ES ADVERTISED NOT TAUGHT 
(__JTAUGHT DURING COURSE 


Chart X-A: Semester Hours Advertised and Taught 


Semester Hours EARNED 
0 25 50 75 100 125 150 175 
OLD TEST. (ENGLISH) 
























0.000: 0:0'1'0:9-6°0:0,0°4,6-0:0'6'0'0:6'6'0.0'9-6°9" bene 
POMONOENS, Selebataisbaes Sbahatatetate KPO LLL ZL. 





bs 





























CHURCH HISTORY  ESSSSSERSEESESEERSERSzzzz—7 

NEW TEST. (ENGLISH) [ZZ 

HEBREW 

GREEK SRNR eA TE NNN NNT NTT 
PHILOS. OF RELIG. SSSESSSRSS8S58KIzz7777 

HOM! LETICS STLER LSS % 

SYSTEMATIC THEOL. ESSERE 

HISTORY OF RELIG. 

SOCIOLOGY 

RELIGIOUS EDUC. 

PRACTICAL THEOLOGY [8333777 

ETHICS 

MISSIONS 

PSYCHOL. OF RELIG. ESSS9 PRESCRIBED 
PUBLIC SPEAKING | Wz] ELECTIVE 


Chart X-B: Semester Hours Earned 


Cuart X-A anv B: EpucaTIONAL PRroGRAM OF OBERLIN GRADUATE SCHOOL 
oF THEOLOGY, OBERLIN, OHIO, 1920-i92I. 
Seniors 7, Middlers 10, Juniors 17, Total 34. Students must be gradu- 


ates of college of recognized standing. For graduation: 90 semester hours, 
46 of which are prescribed. Courses in Oberlin College open to sem- 


inary students. 
[125] 































GREEK" 
HEBREW 


RELIGIOUS 


SOCIOLOGY 


GREEK 
HEBREW 


NEW TEST. 


CHart XI-A 


prescribed. 


SYSTEMATIC THEOLOGY 
NEW TEST. (ENGLISH) 
OLD TEST. (ENGLISH) 


CHURCH HISTORY 
|-PASTORAL THEOLOGY 
MISSIONS & COMP. RELIG, 


RESEARCH & THESIS. 
HOMILETICS 


SYSTEMATIC THEOLOGY 


OLD TEST. 
RELIGIOUS EDUCATION 
CHURCH HISTORY 


[126] 


SEMESTER Hours ADVERTISED 
{10 {2 











14 


EDUCATION 


& ETHICS. 





Semester Hours Earned 
20 


30 40 50 














V0.9 .0.O.0..6.0 0.6.,0 0.9.90, 0,060 O,0D.O4.O 00> 


7. 











FT AT OST. OOO AT AS 





LA AAA AAD AAAI DDD SO LAA / \4 [7 y 
SRI PI HY A/ALAAZA 


narlraratasrarean boop 
SORRELL 


52 





(ENGLISH) 
(ENGLISH) 





























ben AS ra"a"araratarate amawer 
PRS P0525 oh 9 













THEOLOGY, READING, PENNSYLVANIA, 1920-1921. 


greater eter ar areata aan a Matar eee? CORON I OS Oe Oe Oe Oe ee 
Mareterereterete brace eteorerb a orare ereren  etetatetatatats’ eistetetstatetets O55. 


EVANGELICAL SCHOOL OF THEOLOGY, READING, PA. 








GEREBI ADVERTISED AND TAUGHT’ 
ESS ADVERTISED NOT TAUGHT 


Chart XI-A: Semester Hours Advertised and Taught 


60 









PASTORAL THEOLOGY Beatetetatenetet stetate ta tataesttatctatatets 
MISSIONS & COMP RELIG, Rxexeersss 
SOCIOLOGY & ETHICS  Pxxkkessses E55 PRESCRIBED 
RESEARCH & THESIS Weseeeeeetanatat eeteteest ELECTIVE, 
HOM] LETICS RRR oe tg 
Chart XI-B: Semester Hours Earned 
AND B: EpucaTIONAL ProGRAM OF EVANGELICAL SCHOOL OF 


Seniors 5, Juniors 3, Total 8. Students must be high-school graduates. 
For graduation: Total 72 semester hours, two years. All but 8 hours aré 











MEADVILLE THEOLOGICAL SEMINARY, MEADVILLE, PA. 


Semester HOURS ADVERTISED 


8) 2 4 6 8 10 12 (4 
NEW TESTAMENT 
CHURCH HISTORY 
OLD TESTAMENT 
HISTORY OF RELIG. 
HOMILETICS 
PHILOSOPHY 
THEOLOGY 










Chart XII-A: Semester Hours Advertised and Taught 


Semester Hours EARNED 






NEW TESTAMENT eee poceceseges ececete wea Secsestan otetatene tatetetet wctatotets seneontnen oaeeetes weaseeeeel Sean 
CHURCH HISTORY  SScansScSSUSSSRERRSERRR aa RSE ERE E RES 


OOK XOX KPO II 


OLD TESTAMENT 





Secesecesereseseneet, -0.0.0.0.0 00608 
HISTORY OF RELIG Raserseimcct escort 
HOM|LETICS Seer eee aseees senses ene Stettatet 
PH | LOSOPHY : 
THEOLOGY 


Chart XII-B: Semester Hours Earned 


Cuart XII-A anp B: EpucaTIoNAL ProGRAM oF MEADVILLE THEOLOGICAL 
SEMINARY, MEADVILLE, PENNSYLVANIA, 1920-1921. 


Seniors 6, Juniors 4, Total 10. Students must have had two years of 
college work including courses in psychology, ethics and history of 
philosophy. For B.D. degree: Graduation from college of recognized 
standing, grade of 8§ per cent. in seminary courses, presentation of thesis 
and fulfillment of requirements in reading and foreign languages. Pro- 
gram includes two calendar years of four quarters each and two summer 
terms at the University of Chicago. Courses in Hebrew, New Testament 
Greek, French and physical training are Elective. 


[127] 








THEOLOGICAL EDUCATION IN AMERICA 






Earning Power of Five Departments in 
Twelve Seminaries 






CHURCH HISTORY 





The series of twelve charts just presented shows quantita- 
tively for each of the selected seminaries the relative impor- 
tance of the various subjects included in the curriculum. If 
nomenclature and quality were standardized it would be pos- 
sible to compare, as among seminaries, the relative importance 
of all subjects taught. But, as noted earlier in the book, there 
is relatively little standardization of subject-matter. Therefore 
comparison of subjects in most cases is not justified. For 
example, sociology may have a much fuller connotation in one 
seminary than in another. In a few subjects, however, com- 
parisons may be made between seminaries because the subjects 
are more nearly comparable. The departments of church his- 




























TABLE IX—EARNING POWER OF THE DEPARTMENT OF 
CHURCH HISTORY IN TWELVE SEMINARIES 


Western Theological Seminary (Pennsylvania) ................-- 4.49 
Oberlin Graduate School of Theology (1921-22) ..........ee+eee- 3.88 
Pacific: School of ‘Religion... ..0. 2.5.5.2). Ae... ee 3.21 
New Church Theological ‘School! °.....¢..0.5...2s 1.0 3.20 
General. Theological Seminary {2-.20).), J... 422... 447 
Union Theological Seminary, Virginia (1921-22) ...........eeeee- 2020 
Auburn Theological: Seminary (...70000.. “a ee 2.04 
Union Theological Seminary, New York }..../.20250 5 eee 2.92 
Reformed Presbyterian Theological Seminary ..................-. 2.57 
Boston University School of Theology ./..... ci. been nee 2.22 
Evangelical School of Theology (1921-22). .!)..<.2.anunee eee 2.00 * 
Southern Baptist Theological Seminary .....'.0.\: lacs pn aee 1.92. 


*Including six weeks in Missions. 
*In Chart XIII this institution is referred to as Schuylkill Seminary. 


tory, Greek, Hebrew, English exegesis and systematic theology 
are selected for illustration. Pacific School of Religion and 
Auburn Theological Seminary are included among the twelve 
seminaries considered here, while Meadville Theological Semi- 
nary and College of the Bible, Lexington, discussed in the 
preceding section, are omitted. 

To eliminate variations resulting from differences in size, it 


[128] 








PROGRAMS OF STUDY 


is necessary to introduce the following equation which puts the 
subjects as nearly as possible on a comparable basis: 


Total hours earned in department 
— Earning power 


Total enrollment of seminary = department 


Applied to church history in the twelve seminaries under 
consideration, this formula gives the series of ratios contained 
in Table IX. 

These figures show in a general way the relative importance 
of church history in the twelve seminaries under consideration. 
They show that the earning power of the department of church 
history in Western Theological Seminary is, roughly, twice 
as great as in the Boston University School of Theology. 

The figures should not be compared too minutely, however, 
because to a certain extent these ratios reflect not only dif- 
ferences in the semester hours earned in this subject but also 
differences in the composition of the student body. For in- 
stance, any seminary having a relatively large number of special 
students taking fewer courses than the regular students, would 
tend to make a comparatively poor showing. Wherever pos- 
sible, an attempt has been made to correct for these differences 
and it is believed that in a rough way the results are com- 
parable. There are differences in the requirements for gradua- 
tion and in the quality of teaching, however, for which no cor- 
rections are possible. 


ENGLISH EXEGESIS: SYSTEMATICS 


Table X shows the earning power of the department of 
English exegesis in the same twelve seminaries. In this 
table there is also added for comparative purposes, the relative 
earning power of the department of systematic theology.? 


GREEK: HEBREW 


The relative earning power of the departments of Greek and 
Hebrew in twelve seminaries is shown in Charts XIII and 


"Table J, Appendix II, gives full record of the advertised offerings of 
this department for two denominations. 
[129] 








THEOLOGICAL EDUCATION IN AMERICA 


TABLE X — EARNING POWER OF DEPARTMENTS OF ENGLISH 
EXEGESIS AND SYSTEMATIC THEOLOGY IN TWELVE 






































SEMINARIES 
New Old Systematic 
Seminary Testament Testament Theology 
Auburn Theological Seminary ....... ie 2.28 3.38 
Boston University School of Theology. 4.28 2.19 1.86 
Reformed Presbyterian Theological 
DemMinary CA lai Cle ae ena 3.86 2.29 
New Church Theological School...... 3.20 4.80 6.40 
Oberlin Graduate School of Theology 1.94 4.00 2.59 
Pacific: School, of Religions. 24 cue uae: Nae 4.08 2.21 
Evangelical School of Theology’? .... 4.00 4.00 3.00 
Southern Baptist Theological Semi- 
MAPVa lie lanier Gath aire We cee eee eee 3.24 3.92 3.02 
Union Theological Seminary (New 
York eu UN Cae Onan ay 2.73 2.22 2.53 
Union Theological Seminary (Vir- 
Rina ree | selene etsy ROMA Selby ots 1.79 3.34 3.62 
Western Theological Seminary ....... 4.59 4.34 2.83 
General Theological Seminary ....... 3.99 4.35 1.52 


*In Chart XIV this seminary is referred to as Schuylkill Seminary. 


XIV. The earning power of these departments is concerned 
with subject-matter that can vary less outwardly than the 
average department, though the ratio of elementary grammar 
and advanced exegesis required in various seminaries may vary 
greatly. 


MN Me sane SN Me 
SCHUYLKILL : 
OBERLIN 
UNION (VA. ) 
WESTERN (PA. ) 
NEW CHURCH 
GENERAL 
AUBURN 

UNION (N.Y.C.) 
SO. BAPTIST 
REF. PRESBYT'N 
BOSTON UNIV. 





Cuart XIII: Earninc Power or THE DEPARTMENT OF GREEK IN ELEVEN 
OF THE TWELVE THEOLOGICAL SEMINARIES CONSIDERED, 1920- 
1921. (No credit in Greek was earned by Students at 
Pacific School of Theology.) 





The foregoing charts and tables indicate a certain similarity 
among seminaries in the quantitative earning power of the 


[130] 











PROGRAMS OF STUDY 


five departments studied. While precise comparisons in other 
departments are less warranted, the data clearly indicate that 
the fluctuations are far wider. As has been so often pointed 
out, these differences come about in part from the idiosyn- 
crasies of nomenclature and purpose, yet it is probably true that 
these other departments, presenting as they do so-called 
“modern courses,’ show far wider fluctuations in earning 
power than the older departments. 


Selected Courses Offered by 103 Seminaries 
CITY CHURCHES 


Because of the differences in nomenclature just indicated, 
precise comparisons among seminaries are limited to a rela- 


0 { 2 3 4 5 
NEW CHURCH 
WESTERN (PA. ) 
UNION (VA.) 
REF. PRESBYT'N 
SCHUYLKILL 
SO. BAPTIST 
GENERAL 
AUBURN 
UNION (N.Y.C.) 
BOSTON UNIV. 





Cuart XIV: Earninc Power or THE DEPARTMENT OF HEBREW AND Coc- 
NATE LANGUAGES IN TEN OF THE TWELVE SEMINARIES 
CONSIDERED, 1920-1921. (No credit in Hebrew and cognate 
languages was earned by students at Pacific and Oberlin.) 


tively small group of subjects. For other subjects it is im- 
possible to do more than indicate the names of the courses 
and the hours devoted to each. 

An examination of the programs of 103 seminaries ® dis- 
closed the fact that fifteen offer courses on the city church in 
its relation to the community. This small number is due to the 
fact that the ordinary seminary presupposes that its work, parti- 
cularly in practical theology, is primarily for the city church 


*Table D, Appendix II, p. 422. Catalogues from 103 institutions in the 
United States were examined. 
[131] 











THEOLOGICAL EDUCATION IN AMERICA 


and does not allude to the course as such. On the other hand, 
relatively little attention is given to urban sociology as such, 
city problems, etc. Courses of the kind average two hours 
each. They cover such titles as: “urban sociology,” “modern 
problems of the city,” ‘city problems,’ “city missions,” “the 
city community,” “the church in the industrial city,” etc. 
Among the schools advertising limited work of this kind are 
the Kansas City Baptist, Newton, Ashland College, Bethany, 
Oberlin, Chicago, Hartford, Pacific School of Religion, 
Protestant Episcopal in Virginia, Western (Holland, Mich.), 
and Auburn. In contrast with the above, Union (New York) 
offers church and city problems, two hours; organization and 
administration of city church, one hour; and social analysis 
of city problems, four hours. Garrett and Boston give yet 


further opportunities offering courses described under the dis- 


cussion of the seminary clinic. The sparsity of courses in this 
field bears out the conclusion stated elsewhere that the semi- 
nary is not making use of its environment as a laboratory. 


RURAL CHURCH 


Fewer than one-third of the seminaries of the United States, 
or thirty-six to be exact, advertise courses as such in “the 
rural church.” ® Five of the thirty-six offer one semester hour 
each. These brief courses are as follows: Gordon College 
gives “church and rural problems’; Crozer, “the rural 
church”; Crane; “the country church problems’; Auburn, 
“American country life’; and the Pacific Unitarian School 


asks its students to take one hour in the Pacific School of Re- 


ligion in “the rural church.” 

Nine schools give two semester hours each. These titles 
are essentially the same as those listed under the one-hour 
courses, with the content virtually the same except broader. 
The schools are: Newton Theological Institution, Ashland 
College Seminary, Oberlin, Yale, College of the Bible, (Ken- 
tucky), Iliff, Maclay, Protestant Episcopal in Virginia, and 
Canton Theological Seminary. 


*Table E, Appendix II, p. 423. 
[132] 











PROGRAMS OF STUDY 


Eight schools offer three semester hours each in the study 
of the rural church or the country church or both. Again, 
these courses are a limited expansion of a general treatment 
of the field. Schools offering such work are: Kansas City 
Baptist Theological Seminary; Bethany Bible School; Chris- 
tian Divinity School, Hartford; Western, at Holland, Mich. ; 
Harvard; Union (New York). The Episcopal School at 
Cambridge asks three hours of its students preparing for the 
rural church, the same to be taken at Harvard. Union also 
has the advantage of the twelve hours offered at Teachers Col- 
lege, Columbia University. Vanderbilt offers four hours, the 
University of Chicago and the Chicago Theological Semi- 
nary jointly offer five hours. Witmarsum also offers five 
hours. In all these cases the two titles covered by the five 
hours are “the rural church” and “rural sociology.” 

Three seminaries offer six hours each. The Pacific School 
of Religion advertises “rural church’, one hour; “agencies 
for rural progress”, three hours; and “rural credits and land 
settlement”, two hours. Kimball School of Theology offers 
“rural sociology”, two hours, and “rural church administra- 
tion”, four hours. Southern Methodist University offers 
“rural church”, two; “rural church and community life’, two; 
and “social approach to the problems of country life” two. 

The Boston University School of Theology and School of 
Religious Education and Social Service together offer “the 
rural community’, two hours; “rural sociology” two; “rural 
church school” one; “rural clinic’ two; “church architecture, 
care of buildings and equipment” one. The Central Wesleyan 
offers nine hours as follows: “rural sociology”, three; “rural 
church administration” four; “rural church’, two. 

Three seminaries offer ten hours each as follows: “rural 
church administration”, two; “rural community’, two; “rural 
social engineering”, two; “rural life seminar”, two; “rural 
church school”, two. Drew offers “country church and rural 
problems’, two; “christian church and rural life”, two; “rural 
pastor and community church”, two; “rural methods’, two: 
“rural seminar”, two. Garrett offers “rural church’, one 
minor; “village and town church”, one minor; “rural church 


[133] 











THEOLOGICAL EDUCATION IN AMERICA 


problems”, one major; “methods”, one minor; “rural semi- 
nar”, one major—in all ten semester hours. 

The Methodist seminaries in particular have gone into 
practical survey work in this field and present methods of 
administration as well as social engineering. 





THE CHURCH AND INDUSTRY 


Nineteen out of 103 seminaries?° offer courses in “The 
Church and Industry”. These range from one hour, as at 
Hartford, Auburn and Eden, to six hours as at Harvard and 
Garrett. Yale offers seven hours. The Divinity School of 
the University of Chicago offers a large number of four- 
hour courses in this field given by the department of sociology 
in the Arts Faculty. Brief courses of from two to three hours 
are offered by the Berkeley Baptist Divinity School, the 
Divinity School of the University of Chicago, Newton, 
Chicago, Rochester, Lutheran at Philadelphia, Drew, Maclay, 
Vanderbilt, General, Theological School of the Christian Re- 
formed Church, and Union (New York). Among the sub- 
jects treated are: “advanced labor economics”, “function of 
the church in indudtry’, “the church and labor’, “trade 
unionism and allied problems”, “church and industrial recon- 
struction”, “industrial service’, “industrial hygiene and sani- 
tation’, “Christianity and the problems of industry’, “the 
labor movement,’ and numerous others of a similar nature, 
scarcely any two of which are listed under the same name. 


ART; ARCHITECTURE 


Except as there are references to opportunities for contact 
with art in museums and to the art of stained glass windows 
in connection with a few courses in “church architecture” 
in the seminaries of the Lutheran or Episcopal communions, 
the typical seminary program does not comment upon the 
part taken by art and architecture in the education of a 
clergyman. . 


* Table F, Appendix II, p. 425. Catalogues from 103 institutions in the 
United States were examined. 


[134] 














PROGRAMS OF STUDY 


The School of Religious Education of Boston University 
prasents a contrasting view in the announcement: “It is 
the profound conviction of this school that the church must 
again become the mother of artists and the generous patron 
of their works. . . . Four distinct groups of courses have 
been developed: (1) Music; (2) Poetry and Ritual; (3) 
Art; (4) Pageantry and Visualization in the Service of the 
Church and the Community.” 


MUSIC 


The attitude of the seminary toward music as a part of 
worship is ordinarily expressed in one-hour or two-hour 
courses, called “church music” or “hymnology”, taught in the 
department of practical theology. The University of Chicago 
advertises four courses, as follows: Introduction to church 
music, two hours, one quarter; ear training and sight read- 
ing, two hours, one quarter. For these a knowledge of music 
is not required. History and appreciation of music, four 
hours; harmony and counterpoint, four hours. 

An isolated example of another conception of the place of 
music in religious expression, is presented by the Southwestern 
Baptist Theological Seminary. The School of Gospel Music 
was established as a department in 1915-16, as “the out- 
growth of a demand for better prepared Gospel singers and 
pianists.” In 1921-22 there were thirteen teachers and 180 
students. Six were applicants for the degree of Bachelor of 
Music; the others were applicants for the diplomas conferred 
at the end of three years’ and two years’ work respectively. 


HOMILETICS 


The Theological Seminary of the Reformed Church states 
in the current catalogue that “homiletics shows how the truth 
may be best presented in preaching.” The Pacific Unitarian 
School for the Ministry states that “homiletics being con- 
sidered the subject of greatest practical importance studied in 
preparation for the ministry, no pains will be spared to insure 


[135] 





THEOLOGICAL EDUCATION IN AMERICA 


the learning of approved methods and the forming of cor- 
rect habits of sermonizing from the very beginning.” Gen- 
eral acceptance of these points of view is indicated by the 
relative importance of this subject in educational programs 
of seminaries, usually under the department of practical the- 
ology. 

More obviously than jother departments, it epitomizes the 
changing point of view in theology. When the theory of in- 
spiration involves the view that all Scripture is of equal 
validity, the selection and use of the text in homiletics is a 
matter of greatest importance. A change from that point of 
view involves a change in emphasis. The literary style at the 
same time evolves from a rigidly textual and topical treat- 
ment toward the exegetical and expository sermon chiefly in 
use at the present time. 

The earliest catalogue statements available show that fifty 
years ago homiletics in the Lutheran Theological Seminary at 
Philadelphia, and in Union Theological Seminary, New York 
City, consisted of the composition and delivery of sermons 
with practicum. In its simplest form, the department of today 
consists of just these elements. Inthe seminaries in which 
more differentiation of statement is customary, this separates 
into the construction of sermons, the theory of their making, 
their delivery, the history of preaching, practicum that includes 
speaking before the class, class criticism and private criticism 
from the professor. There is generally some opportunity for 
interpretation of the Scriptures, some emphasis on the care and 
right use of the voice, some on principles of elocution. 

In recent years there has been a change in method of de- 
livery. Students graduated from college in the days when the 
elocution prize was one of the first prizes endowed, went 
on to seminaries that followed the methods of schools of ex- 
pression of the period. Vocal culture and expression were an 
accepted part of terminology and thinking and even today it 
is possible to find a two-hour course in oratory with “attention 
to gesticulation” stated as a feature. The catalogue of the Yale 
Divinity School for 1895 speaks of “principles of vocal ex- 
pression and oratorical action,” also of “rhythm and melody 


[136] 
































PROGRAMS OF STUDY 


of speech.” The present tendency is to call the elementary 
course simply “fundamentals of public speaking.” 

Memorizing and drill in the text to develop familiarity and 
practice in interpretation is common to many communions, 

Union Theological Seminary, New York City, indicates a 
point of view in the quotations from courses following : 
“Mannerisms pointed out and corrected. . . . directness, con- 
versational style, and sincerity will be insisted POU wy wa eA LI 
faults are traced to their psychological cause. Repression, in- 
hibitions and perversions of mental and emotional action are 
explained, and exercises given which are adapted to their cor- 
rection. . . . ” This latter emphasis attempts to go from the 
field of method into the field of the subconscious. 

In addition to the specific work on sermons which is of a 
personal and practical nature, there is a tendency toward such 
divisions as those used by Drew Theological Seminary : Theo- 
retical, biblical, and evangelistic homiletics and ministerial] 
esthetics. Biblical homiletics is a four-hour course which 
pre-supposes a working knowledge of Greek and is designed 
to send the preacher to the Bible itself not only for the text 
but for a large part of the sermon material. Evangelistic 
homiletics is also ja four-hour course with practicum in all 
the functions and qualifications of pastoral evangelism. 
Ministerial esthetics deals with the cultural background of the 
ministry, in particular with art, architecture and literature. 
“The aim of the course is to encourage the student to con- 
ceive of preaching as a fine art to which all the other arts may 
be made to contribute.” 

Between these extremes of treatment, from the elementary 
one of method to the more profound one of thought and 
emotional expression, there are all kinds and quantities of work 
depending in some measure on facilities and size of staff. 
Among courses expressing current theory are the following : 
“modern preachers”, illustrated with examples and studies of 
preachers of the present day; “biography”; “doctrinal preach- 
ing” (Union College) ‘made necessary by the modern 
tendency to slight fundamentals in favor of matter of a more 
popular character”; “doctrinal and expository preaching”’ 


[137] 











THEOLOGICAL EDUCATION IN AMERICA 


(Westminster Hall, Vancouver, B.C.); “preaching without 
manuscript”; “psychology of public presentation and adapta- 
tion to audiences, architecture and occasions” (Kimball School 
of Theology) ; “psychology of preaching” (Alfred Theologi- 
cal Seminary) ; “the preacher as a student” (Drake University 
College of the Bible) ; “sources of sermon material” (Evan- 
gelical Theological Seminary, Naperville, Illinois); ‘public 
prayer and public reading of the scriptures” (Western 
Theological Seminary, Pittsburgh) ; “addresses of Jesus, Peter 
and Paul’, “social teachings of Amos’, “conversations of 
Jesus” (Newton Theological Institution). Union Theological 
Seminary begins brief sermons for second-year students 
only and goes on to six courses in doctrinal preaching and 
six in expository preaching. The Biblical Seminary in New 
York teaches homiletics in Italian for Italian students. Con- 
cordia Theological Seminary, Illinois, requires the prepara- 
tion of some of the sermons in German. Suomi Synod re- 
quires that part of the work be in Finnish. 

It is not customary for the student to begin the prepara- 
tion of sermons in the first year, and some seminaries do not 
permit the supplying of pulpits during that period. After that, 
the student enters upon work that requires class preparation 
and criticism and private criticism from the professor. The 
catalogues in this department do not prescribe observation for 
visits to neighboring churches nor do they advertise crediting 
as part of the work in homiletics, practice work done by the 
minister,in training who is an assistant to a pastor or who has 
a small church. 

Some catalogues cite texts. De Lancey Divinity School names 
the following, some of which have been noted in other cata- 
logues: Phelps, The Theory of Preaching; Broadus, Prepara- 
tion and Delivery of Sermons; Brooks, Lectures on Preaching; 
Greer, The Preacher and His|Place; Slattery, Present Day 
Preaching; Pattison, .The Making of a Sermon; Kennard, 
Psychic Power in Preaching. 

In this department denominational differences are not great. 
Seminaries of the Protestant Episcopal and Lutheran churches, 
which have to teach the celebration of rites, do not give so 


[138] 











PROGRAMS OF STUDY 


many intensive courses in the preparation of sermons. The 
Baptist, Methodist and undenominational seminaries have the 
largest variety of work in homiletics, but this may be due 
partly to size as well as to denomination, since only the large 
institutions can afford extreme opportunity of specialization. 

The material does not make clear the exact qualifications 
and training of those in charge of this department but tenden- 
cies are faintly discernible. Union Theological Seminary, New 
York City, has on the staff of this departrnent Dr. Charles 
E. Jefferson, Dr. Henry Sloane Coffin, Dr. Harry Emerson 
Fosdick, Dr. Hugh Black, all well-known pulpiteers. Union 
Theological College in Chicago has Dr. William E. Barton in 
charge of the work in homiletics. 

This indicates a purpose to give instruction via those who 
can do the thing they are trying to teach. In contrast, the 
teachers of elocution and vocal expression are sometimes lay- 
men not of professorial rank and their special education has 
been in method rather than in Biblical material. 

Preparation for the modern sermon, then, bears evidence 
that in method it is in process of assimilation with preparation 
for ordinary public discourse. The science of its presentation is 
becoming psychological rather than rhetorical. In thought, 
it is being carried into wider, almost specialized fields. 


MISSIONS 


In reporting upon opportunities for specialization most semi- 
naries say that they prepare men for the mission field. Three- 
fourths of the seminary educational programs examined give 
some courses in missions.?+ 

These courses cannot at all measure the full opportunity 
of the seminary graduate ; possibly he has had some opportunity 
in connection with college credit and he may have had some 
in connection with other institutions. The Disciples of Christ 
lay no special stress on missions in the institution here taken 
account of, but have in Indianapolis a College of Missions in 
which the work purports to be the intensive training of can- 


“Table G, Appendix II, p. 426. 
[139] 











THEOLOGICAL EDUCATION IN AMERICA 


didates for the mission field. Hartford Theological Semi- 
nary, which is allied with the Kennedy School of Missions in 
the Hartford Foundation, will be seen to offer most of its 
work in the Kennedy School, etc. There are also opportunities 
for voluntary mission study in connection with the Y.M.C.A. 
and Sunday school classes, ete. 

The present status of departments of missions indicates 
that there has been a question of choice between the presenta- 
tion of particular countries in the mission field and general 
information about missions; also as to whether methods or 
background shall be presented when there can be only one 
alternative. 

By far the largest amount of work offered is that in the 
history of missions; half the institutions give a course under 
that title and others suggest that it may be partly that method 
of approach which they use in a course called ‘Missions” 
and ranging in length from two to six semester hours. There 
are also a number of courses on the present status of missions. 

Of missions as they are carried on by particular com- 
munions there are only eight cases, one of which gives no other 
course in this department. 

There ,are in evidence many maps showing graduates of 
seminaries located at mission stations ,all over the world; 
and the records of alumni show that many die on the foreign 
field. Students even while in the seminary frequently have 
appointments by a denomination to a given area, sometimes 
to a specific station. Preparation for specific fields, however, 
is not usual in seminary programs. There are a few general 
courses in foreign missions, some limited to the country where 
a particular denomination has work; Japan or Japan and 
Korea are the subject of six or seven courses; China and India 
of six or seven more; Latin America and the East of four 
or five; while there are a few courses on Africa and South 
America, There is a developing policy as to principles, prob- 
lems and methods as indicated in the courses of a dozen in- 
stitutions. 

The absence of material on home missions may be due partly 


[140] 


























PROGRAMS OF STUDY 


to the fact that the fundamental background of home missions 
is frequently afforded in courses in college sociology, for ex- 
ample, problems of race, industry, migration and education; 
or in another department of the seminary, for example in the 
emphasis placed on rural and urban problems. 

Other emerging points of view are implied in the courses 
in “missionary biography” at San Francisco Theological Semi- 
nary ; in “missionary sociology” at Hartford Theological Semi- 
nary; in “missionary approach to the non-Christian mind” 
at Garrett Biblical Institute; in “problems of racial contact” 
at Union Theological Seminary (New York) ; in “missionary 
linguistics” of Bethany Bible School; and in “Missionary re- 
search” and “Christianity and political movements in the east” 
at Chicago Theological Seminary. 

There is no emphasis on the problem of the home mission 
church except by the Kansas City Baptist Theological Semi- 
nary and Union Theological Seminary, New York City. 


EVANGELISM 1? 


It is not possible to trace in any decisive way the influence 
of revivals and evangelism upon the educational program 
of theological seminaries, though revivals must have greatly 
influenced the stuff of popular thought with which the seminary 
has to deal. In regard to present-day attitude, about one- 
quarter of the seminary programs examined show courses in 
evangelism. They are usually general courses averaging about 
two hours each. There are two such announcements in the case 
of Presbyterian seminaries and three in Lutheran institutions, 
but the larger total is in the Baptist, Methodist and Congrega- 
tional institutions. The offerings in evangelism are meagre 
in comparison with those in religious education. If this is an 
index of the interest the seminary product will manifest in 
these lines of church promotion during the coming decades, it 
will be apparent that the future church is to be advanced on an 
educational rather than on an evangelistic program per se. 


“Table H, Appendix II, p. 420. 
[141] 











THEOLOGICAL EDUCATION IN AMERICA 


RELIGIOUS EDUCATION 28 


Religious education is defined as “the theory and practice of 
developing immature persons in the duties, ideas and ways of 
living that characterize the religious group.” 14 

This subject is a part of the general newly-emerging science 
of education and is not therefore an isolated responsibility 
belonging to the seminary. It is at present chiefly occupied 
with pedagogy. It is organizing and presenting materials 
already available, and is adapting these materials to the status 
of a volunteer agency with teachers unpaid and untrained. 

Departments of religious education are new and extremely 
plastic elements in theological seminaries. In eighty of 131 
seminaries in the United States, or in institutions with which 
they are affiliated, there are courses ranging in length from two 
to seventy-five semester hours. Their origin seems to be in a 
course called “Sunday school pedagogy” or “‘the church school” 
or “religious education” ; in the Lutheran program the term is 
“catechetics” or “Sunday school work.” Its relative impor- 
tance is indicated by the two-hour period. ~ It develops through 
courses called “principles of religious education” or “theory of 
religious education” to a great number of courses called “or- 
ganization and methods of the church school” or some similar 
title. 

The compressed form of this tendency is to treat principles, 
material and organization together in a four-hour course. 
Specialized beginnings in history are available in such titles 
as “history of ancient and medieval religious education” and - 
“background and history of Christian education before the 
reformation,’ and “history of Christian education in the 
modern period.’”’ Observation and practice teaching are be- 
ginning to appear. Surveys and other technique are available 
in a number of seminaries. 

In the development of specific methods, the largest number 
of courses available are concerned with childhood and adoles- 





* Table I, Appendix II, p. 430. 
“A Dictionary of Religion and Ethics, p. 372 ( Macmillan, 1921). 


[142] 














PROGRAMS OF STUDY 


cence, but there are courses in kindergarten methods and in 
adult life. The religious life of boys and young men, and 
girls and young women is studied in a number of courses, 
while the application of method to city schools, to foreigners, 
and to home department is appearing. 

This process of evolution and differentiation goes on all the 
time in teachers’ colleges, and departments of religious educa- 
tion appear involved with similar problems, except that they 
have not yet discovered just what they should teach and what 
should be taught by other agencies. 

That the element of content is felt as a necessity in these 
departments is, however, evidenced in the repetition!® of 
courses that have this significance. Under such titles as 
“child development”, “theory of education’, “principles of 
psychology’, “psychology of childhood and adolescence”, “his- 
tory of education”, etc., the seminary is offering a number of 
one-hour to three-hour courses. 

Among denominations, those that have the smallest amounts 
of this new work in religious education are the Lutherans and 
the Episcopalians ; the Presbyterians have a little more, but not 
much, and the tendency not to use this material is evident also 
in the branches of the Reformed Church. That small semi- 
naries of various denominations have very little of such work 
should not be judged an evidence of policy but may be merely 
an evidence of financial status which does not represent the 
point of view. In general, the chief developments of this 
interest are in the Baptist and Methodist communions and in 
the very large institutions; Garrett Biblical Institute, Candler 
School of Theology, Yale Divinity School, Boston University 
School of Theology, Southwestern Baptist Theological Semi- 
nary, the Divinity School of the University of Chicago, 
Chicago Theological Seminary, and Union Theological Semi- 
nary, New York City. Union Theological Seminary (Vir- 
ginia) has a separate building devoted to religious education. 

Within the departments of “religious education” are the 
** These are usually introductory courses either taught in the semi- 
nary or suggested as opportunit}- in affiliated institutions. They are, how- 


ever, available on the undergraduate level in standard colleges and uni- 
versities throughout the country. 
[143] 











THEOLOGICAL EDUCATION IN AMERICA 


courses in “psychology of religion” offered by the seminaries. 
Inasmuch as they deal with a field that might be regarded as 
peculiarly the province of the seminary, and as they presumably 
represent an attempt to discover new truths on the human and 
personal side, they deserve especial attention. Courses of the 
kind are now operating in twenty-six seminaries, or in one- 
quarter of all the seminaries whose catalogues were examined. 
The courses range from one-hour courses, or those in which 
the credit is not stated, to ten hours given at Union Theological 
Seminary, New York City. They are chiefly called courses in 
“psychology of religion” and are beginning to be followed by 
courses in the “psychological basis of religious phenomena” 
and by seminars in the subject. 

The Divinity School of the University of Chicago is adver- 
tising a course in “psychology of religious groups,” with special 
reference to Protestant denominations. The distribution of 
these courses among denominations is approximately the same 
as that of the departments of religious education; Methodist 
and Baptist seminaries, or those whose denominational origin 
has some kinship to these denominations, and independent 
institutions are pioneers in these investigations. 

Indication of recent development in this field is the arrange- 
ment projected in 1922-23 between Union Theological Semi- 
nary and Teachers College, Columbia University. The depart- 
ments of religious education in the two institutions are to be 
treated as one and a joint program of studies is offered from 
which students in either institution may elect as they wish. 
Union considers the work a fundamental part of the offering 
for the B.D. degree, but also provides a vocational diploma for’ 
those wishing to engage in religious education as a life work. 
Teachers College students specializing in religious education 
may secure the M.A. and the Ph.D. degrees from Columbia 
University. The joint course of these two institutions is 
elaborate and covers many phases, including practicum and field 
work in social and religious centers and problems of social and 
religious work. Union Seminary maintains for laboratory 
practice the Union School of Religion with an enrollment of 
172 pupils for the following purposes: “(1) The religious 


[144] 

















PROGRAMS OF STUDY 


training and instruction of some of the children and youth of 
the community; (2) The discovery and demonstration of effi- 
cient methods in religious education; (3) The training of 
teachers and leaders; (4) The accumulation of a body of ex- 
perience that shall be at the disposal of other schools.” 

As an indication of the purpose of adaptation, a section of 
the work in biblical literature is adapted to the needs of Jews 
and another to the needs of Roman Catholics. 


CLINICAL TRAINING 


The seminaries as a class of educational institutions do not 
offer clinical training to their students. Their programs have 
to do largely with the minister’s acquaintance with the historical 
background and the roots of his religion. They teach a modi- 
cum of facts about the four traditional fields of theological 
study. In the general field of practical theology they spend 
most of the time on the building of the sermon—with a smaller 
amount of attention on its delivery. The instruction in pas- 
toral methods and practices is usually treated academically and 
theoretically. It is rare to find a case where the student is 
really trained in actual parish work; especially as an “interne’’ 
—an assistant to an experienced minister. The assignment to 
“student churches,’ with perhaps an occasional visit by the 
more favored to the city institutions, is in many instances 
looked upon as constituting sufficient training in this aspect of 
the minister’s work. In most schools a member of the faculty 
has supervision of securing employment for the students, 
which is considered field work. Inspections are not usually 
made nor are reports called for. 

To the question asked of all seminaries, ““What supervision 
do you give to the field work of your students?’ a wide variety 
of answers was returned, nearly all revealing practical neglect. 
A few typical replies may be quoted: “The professor of 
Pastoral Theology sends men to assist the Missions as he 
considers desirable.” “Students go out every summer under 
supervision of nearest clergyman.” “Under direction of 

[145 | 











THEOLOGICAL EDUCATION IN AMERICA 


Principal.” “Left to local church authority.” “Students 
placed under priest when on mission duty in summer.” “Presi- 
dent advises with all students.” “Supervision in general 
through appointments.” ‘Advise them as to proper field.” 
“Very little.’ “Unsupervised.” 

Many schools failed to reply. The systematic supervision 
of the student practice work is not attempted by seminaries 
generally. Here and there an institution is entering this field. 
Union Theological Seminary (New York) gives much atten- 
tion to practical work with boys. This institution pays the 
salaries each year of some forty or fifty students as workers 
in carefully selected centres. This plan makes possible a care- 
ful choice of centers, full codperation between the centers and 
the seminary, and definite control of the types of work students 
undertake. The Biblical Seminary in New York carries on 
several lines of field work, including inspection and report 
on philanthropic institutions and welfare agencies operating 
in that city. The Divinity School of the University of Chicago 
has had for some years a director of vocational training, under 
whom all candidates for the B.D. must take at least a year’s 
work. A second man is now being added. Hartford Theo- 
logical Seminary is entering the field of cooperative parish 
work. 

The Protestant Episcopal Theological Seminary in Virginia 
has a remarkable clinic for training men in the actual work 
of the pastorate, especially as regards rural churches. Within 
a radius of five miles of the seminary are ten mission churches, 


in all respects similar to the average rural church. Under the’ 


direction of the professor of pastoral theology, these churches 
are served entirely by students. A senior student, nicknamed 
“the bishop”, is in charge of each mission under the professor ; 
with him serve men of the middle and junior classes. Except 
for the visits of the professor to administer communion, these 
men take entire charge of the services and preach. They visit 
the people in sickness and in health, and conduct the organiza- 


tions of the mission. To this end they usually give one ~ 


afternoon a week in addition to the Sunday work. Because 
[146 | 

















PROGRAMS OF STUDY 


the students attend their own chapel service at the seminary on 
Sunday morning, the Sunday mission work is confined to Sun- 
day afternoon and evening when Sunday school and church 
service are both conducted. 

Many famous men have received their first training in these 
missions. Phillips Brooks preached his first sermon in Sharon 
mission. The students receive no salary and to this unselfish 
service, rendered on foot in all kinds of weather for three 
years, many attribute the missionary spirit of the Virginia 
seminary. 

A detailed account of the city clinical work of Garrett 
Biblical Institute and of the general church work at Boston 
University School of Theology, as stated by them, is here 
appended for illustrative purposes. Each of these schools ad- 
vertises much more of the kind of work described than is here 
outlined. 

Garrett’s work of supervised city practice service is of three 
distinct types: 


I. Observation or Inspection Visits to Social Service and Hu- 
man Welfare Agencies and Organizations. 


During the second decade of the century there were formed in 
America thirty-nine new organizations of this type. These are 
national in their scope and most of them invite the codperation of 
the church. 

The inspection trips to these various organizations afford oppor- 
tunity to see actual service, to confer with experts in various fields 
of welfare lines concerning methods and results, to acquire ability 
of social diagnosis, and to gain that knowledge and equipment 
essential for subsequent supervised courses in the Institute. 

The weekly visits are preceded by a classroom period in which 
the supervisor gives the origin and development of the agency to 
be visited and otherwise prepares the student for worth-while 
observation. The visits are followed by a classroom period in 
which the results of the observation are discussed and the relation 
of the agency to the Christian minister and church are carefully 
wrought out. 

The work is carried forward on the premise that inspection 
demands as high standards of regular and intelligent work as the 
classroom. It is related to the program of studies by being a 
required course entitling the student to two half-major credits. 


[147] 














THEOLOGICAL EDUCATION IN AMERICA 


IT. Supervision of Field Work of ‘Student Pastors,’ 


There are two requirements for enrolling in this course: (1) 
Completion of the ‘Observation Course’; (2) Serving as pastor of 
a ‘student church’ or being vitally related to some city church 
which can qualify as a laboratory. 

This is a vocational course, not organized around a body of 
knowledge but around the daily experiences of the members of the 
class in their work in their respective parishes. It is a participa- 
tion of the student, under supervision, in the processes of adminis- 
tering the affairs of a church—a sort of apprentice—or interne- 
ship. 

The course covers three Quarters, two of which are required. 
For these a half major credit is given each Quarter. 

The first Quarter is devoted to problems of the city church as an 
organization. The local church is considered a subject for the 
‘case method.’ Standard score-cards are developed and each stu- 
dent measures his church by these standards. A somewhat arbi- 
trary ‘six point’ standard is set, and the supervisor visits the vari- 
ous churches to confer with the students as frequently as possible 
and point the way to the reaching of these standards. 

The second Quarter is devoted to problems of the city com- 
munity as they affect the work of the church or offer the church 
opportunity for Christian codperation. The interests of the pev- 
ple of the local community are kept in the forefront in directing 
this phase of training. 

The third Quarter is taken up with the work of formulating pro- 
grams and methods of work in various churches. The students 
are supervised in developing work in church publicity, education, 
evangelism, etc. 

In these three courses, supplementary weekly discussion con- 
ferences are held on methods and problems arising on the field. 
Interviews are also held with members individually in addition to 
frequent visits of the supervisor to the several practice churches. ” 

Maps, charts, written and verbal reports, etc., are required by 
the supervisor. These requirements correlate the field work prop- 
erly with the classroom work. The course is an endeavor to save 
the student from picking up experience in a haphazard way. 

These students are getting theory in the process of acquiring 
skill and vocational information under supervision. They are 
learning through a controlled, systematized, criticized experience. 
They are also acquiring accuracy and facility in the practical ap- 
plication of the theories taught in other departments of the 
Institute. 

III. 1. Open Air Preaching. This work is supervised in order 


[148 | 











PROGRAMS OF STUDY 


that, in addition to its being a direct way to aid in the bringing of 
the Kingdom, it may also be a clinic in which the mind of the ‘man 
in the street’ may be learned and the church may develop adequate 
methods of ministering to him. To aid in gaining this end a care- 
ful report is kept of all questions asked by these men, of all state- 
ments and criticisms of the church and Christianity made by them, 
and the subsequent Gospel messages prepared with their point of 
view kept well in the forefront. Practice service in Rescue Mis- 
sions is also obtained in the conducting of a ‘Loop’ Mission serv- 
ice one night each week. 

This work is encouraged by the Department of Evangelism of 
the Board of Home Missions. No credit is given for it by the 
Institute. 

2. Work among the Foreign-Born. A major credit course is 
given in the Institute on ‘Race Appreciation.’ Supervised field 
work consists of participation in some piece of Americanization or 
foreign-language church work. 

3. Service in Courts and Corrective Institutions. A course in 
“Mal-Adjusted Groups’ is given in the Institute with one-half 
major credit. 

Students taking this course are assigned to special practice work 
in some specialized court or to service either with groups or indi- 
viduals in one of our various institutions. 

Several of the students are serving as ‘Big Brothers’ and as 
voluntary probation officers, both ‘learning’ and ‘learning how.’ 

All supervised field practice is properly correlated with class- 
room work, where the place and function of the church in such 
Kingdom work is carefully developed. 


The School of Theology of Boston University is revising its 
program of study so that the courses shall be more closely related 
to the work done in the field.*® A system of supervision under a 
Director of Field Work and three assistants is now in force by 
which every student in the school may, while he is getting the 
traditional theology, at the same time get practical experience and 
practice in his chosen field. Four members of the faculty give 
much of their time supervising the following types of work: 

(1) General church work where a student has responsibility as 

pastor. 

(2) Rural work where students spend week-ends and vacations 

as pastors of specifically agricultural communities. 

(3) City work where students are pastors or assistant pastors 

in definitely city parishes. 

(4) Industrial and institutional church work. 


“Statement furnished by the School slightly abridged. 
[149] 








THEOLOGICAL EDUCATION IN AMERICA 


Men who are not student pastors are also encouraged to do 
definite work in religious education through the Sunday schools or 
to assume responsibility in directing Young People’s Societies or 
teaching Bible classes, or to serve on some one of the six or seven 
gospel teams that are now (1923) in operation. More than 80 per 
cent of the students regularly do some definite work. Credit is 
given for this work when it is done under supervision of some 
member of the faculty. The need of this work was clearly evident 
when it was discovered that one hundred and thirty students 
(1922) were serving as student pastors. 

The student churches that make up the largest group are those 
whose work is of a general character. The largest percentage of 
students are those who are training for the general ministry. The 
requirements for.these students are in part as follows: 


(1) Pastoral Program for the Year 
(2) Preaching Program 
3) Objectives for Various Organizations 
(4) Plans for Introduction of New Features 
(5) Publicity 
(6) Religious Education 
(7) Social Activities 
(8) Community Service 
(9) Personal Contacts 
(10) Program for Local Church covering a ten-year period. 


The supervisors worked in conformity with these General Prin- 
ciples of Supervision: 
I. Students register for supervision as for other courses. 
2. Program of the year’s work must be prepared in detail. 
(a) Survey or careful diagnosis of field. 
(b) Deduction from survey to determine character of the 
program. 
(c) Local interests and local leaders must be consulted. 
(d) Program required to be submitted to faculty supervisor 
for criticism and revision. 
3. Bi-weekly seminar including all men who are doing field 
work, 
(a) Students asked to report any exceptional accomplish- 
ments. 
(b) Soe: on special types of work by experts in their 
eld. 
(c) Discussion of problems arising on field. 
(d) Arranging codperative programs for social life includ- 
ing motion pictures, stereopticon, etc. 
4. Personal conferences at any time between student and super- 
visor. Special room provided for this purpose. These con- 


[150] 



























PROGRAMS OF STUDY 


ferences number on average about twelve a day for school 
days. 
. Visits of Faculty Supervisors to the field. Four men avail- 
able for the work; more than 150 visits made last year 
(1922). 
. Local group conferences arranged for pastors and local 
leaders in convenient geographical centers. 

(a) Encouraging codperative effort by contiguous churches. 
. Monthly reports required of all students seeking credit. 
These reports cover the following items: 

Local program 

Preaching program 

Organizations 

New features 

Publicity 

Religious Education 

Community service 

Personal contacts. 


[151] 





CHAPTER V 
STUDENTS 


The typical student 1 now preparing for the ministry is in 
the twenty-to-thirty-year age-group, is likely to have been 
brought up on a farm, is a high-school graduate who has 
studied three to four years in college, has felt a definite vo- 
cational call, has migrated from his home state to another to 
attend the seminary of his choice, prefers a city environment 
both for training and for the pastorate, receives free tuition 
for his professional education and may receive aid for living 
expenses, and expects to keep a permanent denominational 
connection which shall largely influence his life. 

This student represented the average of a body of 9,000 in 
the United States in 1921-22. Above the average was a man 
of full college training and richer experience; below the aver- 
age, a man of grammar- or high-school training whose chief 
preparation had been practical. A certain maturity of expe- 
rience resulting from travel and summer apprenticeships in 
social and religious work is one of the advantages of most 
students. 

There are many variants: the married student who has 
family responsibility, the man of limited education who 1& 
accepted by the seminary because he is already ordained and 
has a charge, the man who is preparing by majoring in the 
departments of religious education and biblical instruction in 
college and the man who is selecting his own preparation in 
the graduate work of a university or elsewhere. 

This report will discuss the student under the topics “Tra- 


*The student is the individual formally enrolled in one of the institutions 
named in the Introduction. 
? Canadian seminaries enrolled about 880 students in that year. 


[152] 





STUDENTS 


dition”, “Environmental Influences”, “Vocational Influences”, 
“Numbers”, and “Supply and Demand in the Ministry.” 


Tradition 


For every group of 514 people in the United States one 
person, the Federal Council of Churches estimates, is a min- 
ister, while 99 millions? out of 110 millions of population are 
members or adherents of some church.t This implies general 
diffusion of the church and the minister through the social 
fabric, and means that everyone sees ministers, hears about 
them and shares in the perpetuation of an unwritten tradition. 

Seminary students are close to the tradition, since 500 out 
of 2,700 reporting had fathers who were living embodiments 
of the ministry and since students state frequently that the 

_ advice of pastors or of seminary alumni influenced their enter- 
ing the seminary. The lives of ministers then are a part of 
the tradition into which the student elects to incorporate his 
life. 

There is also a written tradition not only as it appears in 
the biographies of the great reformers, mystics and preachers, 
but as it is expressed in the popular forms of fiction and the 
drama—the novel, in particular, the magazines, the theatre and 
the screen aid in forming the impressions of the public. 

A recent attempt to devise a special rating card for clergy- 
men ° shows the tendency to make demands upon this profes- 
sion. Placement boards and pulpit committees are asked to 
consider candidates in regard to such points as: spiritual in- 
clination, freedom from worldliness, a submergence of self, a 
consecration to Christ’s ideals. It is suggested that they ask, 
“Does he apply fearlessly, definitely and concretely Christian 
principles and teachings to the solution of social, economic and 

_ political conflicts ?” 


*Including “all those who in the supreme test of life or death turn to a 
_ particular communion.” 
_ _ “Figures for 1922: number of ministers from the Federal Council of 
, Churches in America; population estimate from the National Bureau of 
_ Economic Research, Inc. 

*Codperative Bureau of Educational Research, Pittsburg, Kansas. 


[153] 








THEOLOGICAL EDUCATION IN AMERICA 


These fa-’° ‘Illustrate a popular point of view. The common 
man believes .nat the ministry is a holy calling: the mother who 
interests her boy in the ministry believes it; those who are 
agents of recruiting believe it. The seminary believes and 
cherishes the tradition. 

In addition to the formal educational preparation of the 
candidate for the ministry, and the specialized technique which 
he must acquire, it is expected that the student feel a special 
call to the ministry.® 

Objective measures can not express the significance of this 
consciousness of a call in the inner attitude of 10,000 students 
now in training for the ministry. Varying as personality, it 
is an essential determinant through which all theological mo- 
tive and training is sifted. 

Since the separation of church and state and with the chang- 
ing conditions of the last century, the ministry and the church 
have evolved out of their colonial status. Originally the pivot 
of society, they have now become one of the many forces 
weaving the social fabric. This evolution of status is popularly 
called loss of prestige and the decline of the ministry. 

This decline is construed as both quantitative and qualitative. 
Candidates for the ministry are quoted as “‘second-rate’’ men 
and the church is discounted as not representative of modern 
life. That this theory is impressionistic and that the facts 
have not been ascertained, makes no difference in its psycho- 
logical effect on those personally concerned. It is now actively 
functioning in the adverse modification of ministerial tradition. 


Environmental Influences 
I. OCCUPATION OF FATHERS 


Returns available indicate that half the students come from 
the homes of farmers or ministers. More complete replies 
would probably alter the proportions of the smaller occupa- 


°“The things which thou hast heard from me, among many witnesses, 
Bis same commit thou to faithful men, who shall be able to teach others 
also.” 


[154] 



















STUDENTS 


tional groups. Some of the seminaries failing to reply, for 
example, the Southern Baptists, represent essentially rural 
constituencies and might increase the proportion of parents en- 
gaged in agriculture. 


2. CITY RESIDENCE 


Although largely of country origin, ministers tend to go to 
the city for their theological education. In 1920-21, repre- 
sentative denominations had in cities of 100,000 and over 
seminaries representing the following proportions of their 
students : 


Methodist Episcopal, South............... 100 per cent. 
CESSES IAS ye ie Bape trae a eae eae gaa) 86 
MEMO APICAL hrc ¢ ihe) s note wate a/o Sean 75 
MIRAE MMR CE AIE: 09,5. ais vhs 90k oe ae wie pierenies 72 
MME IIRt CPOIISTIODAL coc os aics sda nSa oak enews 72 
BeGeOrRE ee ICMISCONAL |. ces c cae ns cubase kas 49 
BET EaE DLs LEists te. 2. he's Soh eves 0S Gaels 39 
MRE COR IATE Ulm ty oa iGii'acig ales a.0'%'v woes 38 


Map I expresses concretely the tendency of theological stu- 
dents to congregate in cities. 


tr— +r emeee- 


egy hme eee. age 


—<—+ eae 





Map I: Distripution oF 2,686 STuDENTS IN THIRTY-SEVEN THEOLOGICAL 
SEMINARIES, 1920-1921. 


[155] 





THEOLOGICAL EDUCATION IN AMERICA 


3. HOME STATES 


The home states from which students are drawn are ap- 
proximately as indicated in the accompanying map. 


Liye 
ce 






POPULATION (EXCLUDING NEGROES) ‘ 
PER ONE THEOLOGICAL STUDENT. 


0 = 10,000 
10,000 - 20,000 
20,000- ~ 30,000 
30,000 OR OVER 


Map II: Proportion or THEOLOGICAL STUDENTS Livinc IN EacH STATE. 


These facts gain in significance when studied in connection 
with other sociological factors.7 From these relationships 
there emerge such generalizations as the following, from 
which variations may be found in every case: 

I. Certain states and localities, because of Roman and 
Greek Catholic, Latter Day Saints or Hebrew church member- 
ship, contribute few students to the Protestant ministry. 

2. The states highest in objective educational ratings and 
those highest in the proportion of men entering the ministry 
are rarely coincident. They are rather in inverse ratio. 

3. There is likely to be, in each state, a corresponding ratio 
between the number of clergymen and the number of students 
for the ministry. 


“Table K, Appendix II, 
[156] 








STUDENTS 


4. Adult population outside of church membership, as 
illustrated in thinly populated and mountainous regions does 
not send men into the ministry. 

5. Foreign-born population, except German and Scandi- 
navian, furnishes few candidates for the Protestant ministry. 

6. Rural states send relatively large numbers of students 
into the ministry. 

7. There is regional similarity among the states sending 
men into the ministry and into medicine; the proportion is 
larger in medicine. 

8. Special circumstances in education—for example, cos- 
mopolitan cities, denominational colleges, and exceptional 
seminaries may apparently outweigh counter influences in the 
environment. 


4. MIGRATION 


A few seminaries claim their entire enrollment from the 
state in which the seminary is located. This is so rare as to 
be exceptional. More common is the condition of the semi- 
nary enrolling three students from three separate states. The 
South goes to the North, the East and West exchange students, 
the city and the country interweave the environmental pattern. 
Alabama, which has no seminary, sends students to Illinois, 
Kentucky, Texas, Georgia, South Carolina, Virginia, New 
York, etc., a total of eighty-one. Washington and Wyoming 
send representatives to Connecticut and Massachusetts; Chi- 
cago is the United States’ greatest seminary center, yet Illinois 
men go to Minnesota, Pennsylvania, New York, Texas, Ken- 
tucky, Ohio, Connecticut, Missouri, Massachusetts, Iowa, New 
Jersey, California, Wisconsin, Michigan, Tennessee, etc. 

The proportion of men going into the ministry is small 
relative to population, therefore the seminaries must be located 
far from parts of their constituents. 

Lutheran churches, especially those of the smaller synods, 
which have only one seminary, have students from long dis- 
tances. The Advent Christian Church has one seminary 
enrolling nine men from seven states. 


[157] 














THEOLOGICAL EDUCATION IN AMERICA , 


Numbers range from one-fifth to one-half or more from 
the home state. Candler draws one-fifth of her enrollment 
from Georgia; Boston one-fourth from Massachusetts; in 
Rochester Seminary seven come from New York out of a total 
of sixty-six. 

Illustration of the movement of students is furnished by 
the records of Ohio, as shown in Maps III and IV. 


Map III: Seminary STupENTS FROM OHIO IN SEMINARIES OF OTHER 
STATES. 


To the Texas institution of the Baptist Southern Church, 
Arkansas, which has no seminary, sends forty-five and Mis- 
sissippi forty-eight; Illinois sends thirteen. This strong 
tendency of the seminary student to go where he wishes is 
illustrated in the case of Atlanta Seminary, an institution in 
which northern money has helped to support southern Con- 
gregationalism as a missionary enterprise, and yet with a total 
enrollment of seventeen, two are from Wisconsin and one from 
Kansas. 

The key to this migration is found in the replies of students 
in ten institutions drawing students from far and near. They 


[158] 















STUDENTS 


were influenced by the advice of pastors and friends, by alumni, 
by the kind of religious teaching for which the institution 
stands, by “the place of the seminary in the development of 
the church,” or by colleges of the denomination that are feeders 
for seminary education. Only a small number said they had 
been influenced by proximity and one had chosen the seminary 
for faculty scholarship, one for free tuition, and one for 
student aid offered. 

Migration in Canada is not ascertainable from the replies 
from there, which do not distinguish between provinces. 





Map IV: StupEnts FROM OTHER STATES IN OHIO THEOLOGICAL 
SEMINARIES. 


United States seminaries report simply that 180 students were 
from Canada and Canadian seminaries report students from 
the United States. The Canadian institutions report, how- 
ever, seventy-five from Great Britain and twenty-seven from 
Newfoundland. Not many of the students from Great Britain 
will return to their native home for their life work. 
Other foreign students in theological seminaries of the 
United States come in largest numbers from countries that are 
among those sending the largest number of students to uni- 


[159] 












THEOLOGICAL EDUCATION IN AMERICA 


versities, colleges, technological and professional schools, i.e., 
China, Japan, India, Great Britain, Russia.® 

There are evidences of policy in the cultivation of foreign 
students with a view to developing the international character 
of seminary work. Union Seminary, New York City, has 
(1920-21) from abroad fifteen resident fellows and twenty-two 
graduates. 





5. DENOMINATIONAL SOURCES 


Data account for the church membership of 8,700 men, of 
whom 7,000 are studying in seminaries of their own denomi- 
nations and 1,700 in seminaries under other auspices. These 
facts have two aspects: first, the interchange of students be- 
tween denominations with the consequent modification of both 
student and denomination; second, the number of students 
studying in proportion to the denominational group. 

The Congregational group is conspicuous among denomina- 
tions because it is educating more men claiming membership 
with other churches than with its own. During the year for 
which the data were taken seminaries of present or historic 
Congregational connection ® were giving theological education 
to 184 Congregationalists and to 211 from other denomina- 
tions; ninety-four Congregationalists were studying under 
other auspices. 

The Methodist Episcopal Church is educating few ministers 
of other denominations ; those counted amount to twenty-seven. 
Union Seminary represents thirty-one and Princeton Seminary 
twenty-four ecclesiastical bodies. The University of Chicago 
has sixty-one Disciples of Christ, forty-one Methodists, forty- 
three Presbyterians, twenty-nine Unitarians, twenty Lutherans, 
fifteen of the Church of the Brethren, fourteen Congrega- 
tionalists, etc. From the evidence three groups emerge. 

First, there is a group that makes no appreciable exchange 
with any denomination ; this is composed chiefly of the Angli- 





* Table L, Appendix II, p. 4309. 
* Including those of historic Congregational connection, now indepzndent 
—Oberlin, Hartford, Pacific and Yale Seminaries. 


[160] 

















STUDENTS 


can, Protestant Episcopal, Lutheran, Southern Baptist, Advent 
Christian, Seventh Day Adventist, New Jerusalem, Moravian, 
Unitarian and Universalist churches. 

Second, there is a group that does not draw other students, 
but the students of whose own denominations do go to other 
seminaries; for example, the Church of the Brethren, the 
United Brethren, the Christian Church, the Evangelical Asso- 
ciation, the Methodist Protestant and the Reformed Church in 
the United States. These groups have from one-third to one- 
half of their total students in the seminaries of other denomi- 
nations. 

Third, there is a group that exists because of the tendency 
to interchange outside of denominational bounds. This is 
represented by the University of Chicago and Princeton Semi- 
nary as institutions, by the Congregational and undenomina- 
tional seminaries as groups, and Methodist students as 
individuals. Of the Methodists 234 are studying under non- 
Methodist auspices, 123 in undenominational schools. 

Facts of interchange are important in considering men in 
training as to denomination, because they dilute the gross facts. 
By arbitrary computation on the basis of church membership, 
for example, the Methodist Episcopal church has one man in 
training for each 3,000 church members, the Congregational 
one in 2,500. 

Denominational connections on the part of students are 
expressed not only in the seminary, but also with varying 
significance in the previous training. In eighty-one seminaries 
reporting concerning 4,644 students, the previous preparation 
was: from college, 60 per cent.; from high school or normal 
school, 18 per cent.; from the pastorate, II per cent.; from 
other sources, II per cent. 

The 29 per cent. from high school or normal school, or the 
pastorate, may reflect denominational influence working 
through individuals. The 60 per cent. from college frequently 
represents denominational influence working through insti- 
tutions. 


[161] 





THEOLOGICAL EDUCATION IN AMERICA 


6. COLLEGE SOURCES 


Records of the college training of 5,000 seminary students, 
divide the total into those from colleges of the denomination.!° 
and those from other institutions. There are 120 foreign 
institutions of the total 680 institutions counted. Many in- 
stitutions supply students, small numbers coming from each. 

The Southern Baptists, Methodist Episcopal, Methodist 


Map V: Coiieces REPRESENTED IN THEOLOGICAL SEMINARIES BY TWENTY- 
FIVE OR More STUDENTS. 


Episcopal South, Presbyterians, U. S., and United Lutherans . 
have in their seminaries a majority of those with college prepa- 
ration from their own schools and colleges. Seminaries of the 
Baptist, Congregational, Presbyterian, U. S. A., and Protes- 
tant Episcopal denominations have a minority—the Congrega- 
tional 15 per cent., the Protestant Episcopal 20 per cent., the 
others 25 and 30 per cent.1! 


“Including as a sub-division independent institutions having a historic 
denominational connection. 

” Association of American Colleges Bulletin, Vol. IX, Number 3, May, 
1923. 


[162] 





STUDENTS 


These relationships as to the feeding power of denomina- 
tional colleges into theological seminaries are additionally 
significant when expressed in gross numbers. With half-a- 
dozen exceptions, the colleges having more than twenty-five 
men in the seminaries in a given period are denominational 
colleges, as indicated in Map V. 

College preparation is not of standard significance.!2 Of 
colleges unable to meet the American minimum requirements 
as to personal and physical equipment, the larger number are 
denominational colleges. This fact is reflected in the number 


TOTAL 
STUDENTS Per Cent 


rorcicnyO 20 40 60 80 Ss «100 
PROT.EPISCOPAL | 177 | 

CONGREGATIONAL | 282 
METH. EPISCOPAL | 716 
BAPTIST (NORTH) | 435 } 
PRESBTN. (U.S.A.)| 557 
UNITED LUTHERAN | 189 
UNDENOMINATIONAL] 547 
PRESBIN. (U.S.) | 137 
METH. EPIS. (SO) | 130 
BAPTIST (SOUTH) | 764 





GRMN FROM COLLEGES ON A.C.E, LIST 
ESX"5J FRON COLLEGES NOT ON A.C.E, LIST 


CuHart XV: PERCENTAGE OF STUDENTS IN SEMINARIES FROM COLLEGES ON 
THE AMERICAN CouNCIL oF EpucatTion List. 


of seminary students from colleges of less than standard 
recognition ** as shown in Chart XV accompanying. 


™ American Council on Education, Educational Record, Vol. III, No. 2, 
April, 1922. 


“The characteristics of the typical substandard college are: 
1. A narrow educational program where the best work is in English, 
classics and mathematics; weak in the departments of art, philosophy, 


psychology and the social sciences, with not more than one good depart- 
ment in physical science 


2. The Master’s degree is the highest held by professors, and salaries 
approximate $2,000, or less. 


3. Discipline for character is inculcated more faithfully than the in- 
tellectual side of college life. 


4. The control is denominational and support is received through cur- 
rent funds, not endowment. 


[163] 





THEOLOGICAL EDUCATION IN AMERICA 


Seminary students prepared in college outside their own 
denominations are more likely to have had standard prepara- 
tion, for example, the Protestant SO and Congregational 
institutions.4 

The total statistics available concerning the college prepara- 
tion of seminary students are as in the data following: 


COLLEGE PREPARATION OF SEMINARY STUDENTS 


College degree 

College attendance, without degree 59 

College attendance, amount unspecified ; 5,079 
Without college training 2,443 


7,522 


The thirty-four seminaries that give no information, to- 
gether with discrepancies in the year of the data, leave unknown 
the preliminary training of nearly 1,500 students. However, 
one of these schools was closed during the year and twelve did 
not require college training for admission. 

Of the 7,522 cases reporting, 44 per cent. are known to 
have college degrees. 

Among seminaries enrolling from 50 to 250 students, the 
percentage of men having college degrees ranges from two to 
seventy-five; the Lutheran Iowa Synod reports the former 
figure and the Lutheran Ohio Synod, the Norwegian Luth- 
eran of North America and the Reformed Church Us! 
report the latter. 

Where the enrollment is under fifty, the records of those 
having college degrees are not significant because these de-: 
nominations send many men to other seminaries. 

Of the 5,000 men with some college training, 410 are known 
to be of seminary postgraduate status, i.e., usually they have 
the B.D. degree; 2,455 are candidates for the B.D. or the 
equivalent; 381 are designated as specials; in the remaining 
~The numbers should, however, be read in conjunction with the per 
cent., since these two groups together provide only 396 men from fully 
accredited colleges of the American Council on Education list, whereas 


the Southern Baptists alone show that number of students from colleges 
not accredited. 


[164] 





STUDENTS 


cases the status is not specified. The general average for all 
groups is as in Chart XVI: 


Per Cent 
0 10 20 -30 





UNDERGRADUATE 

POSTGRADUATE 

SPECIAL 

UNDESIGNATED 
GA with o&cREE 
EEZZJWITHOUT DEGREE 
(___]NO DATA 


Cuart XVI: Seminary Crassirication or STupENTS WITH COLLEGE | 
TRAINING, 1921-1922, 


Denominations differ from this average; the Methodist 
Episcopal seminaries have a larger number of regular students 
with the college degree; the Southern Baptist seminaries give 
no information. 

Of postgraduate students working on a level beyond the 
B.D. degree, the Congregational seminaries have forty-eight ; 
the Methodists 151; the Presbyterian, U. S. A., 67; and the 
undenominational 117. Among denominations smaller nu- 
merically, seminaries of the United Presbyterian Church have 
ten, of the Protestant Episcopal Church, thirty-six. 

Seminaries of denominations that have the larger number 
of students in postgraduate work frequently have also the 
larger number of special students. The Methodist Episcopal 
seminaries report 315 enrolled as specials; the Presbyterian, 
U.S. A., fifty-six; the Congregational, eighty-five; undenomi- 
national, 312; the Protestant Episcopal thirty-two. 

The general status of the seminary student as regards college 
preparation may be summarized as follows: 

Data for 84 per cent. of the 9,000 enrolled in approximately 


Returns from 143 seminaries for 1922-23 show an enrollment of 694 
postgraduates and 1587 special students. 
[165] 





THEOLOGICAL EDUCATION IN AMERICA 


the 1921-22 period are available—or 7,552; two-thirds of those 
have had some college training—or 5,079; less than half have 
college degrees—or 3,313; one-third have degrees from col- 
leges of the typical American standard—or 2,494; one-quarter, 
or 1,870, are enrolled either as regulars in residence studying 
for the B.D. degree or on the postgraduate level—after gradu- 
ating from standard colleges. 

The fringes of these data indicate a number of students 
enrolled as specials or of undesignated rank; a number of 
degrees subject to discount because they are from sub-standard 
colleges; partial college attendance subject to discount for the 
same reason; an amount of college attendance that is un- 
specified in both college and seminary status; 2,443 students 
without college training. This last number is approximately 
the same as the number having degrees from standard colleges. 


Vocational Influences 


I. RECORDS 


The records kept concerning the student are cross-sections 
that explain the processes of preparation and to some extent 
life and personality. They vary from enumeration of courses 
and marks to more intensive information, including previous 
training and personal information, 

The credit record of the New England School of Theology 
is a process of marking attendance, punctuality, effort and 
each subject in. terms of “excellent”, “good”, “fair” and “un- 
satisfactory.” The record card of Huron College is con- 
structed on the same principles but lists the preparatory work. 
The record of Crozer Theological Seminary includes a rudi- 
mentary personal record concerning the occupation of the 
father, religious denomination of both parents, etc. The 
registration application of the Western Theological Seminary 
is a composite of this kind. The questionnaire of the General 
Board of Education of the Presbyterian Church U. S. A. 
attempts to get the social and religious background of the 
student. Certificates of excellent physical condition and health 


[166] 





STUDENTS 


adequate for the ministry are demanded in exceptional cases, 
as for example the Moravian College and Theological Semi- 
nary, but are not universal. 

Catalogues frequently publish rules of prohibition concerning 
the theatre, cards, intoxicants, gambling and tobacco. For 
example, the Southwestern Baptist Seminary “will not receive 
upon the loan fund a student who uses tobacco.” Broadview 
Theological Seminary says that the Founders were hesitant 
about establishing a school near so great a city as Chicago. 
The Luther Theological Seminary, St. Paul, Minn., says that 
“visiting saloons or theatres or playing cards makes the 
student liable to punishment by one black mark for each 
offense. Three black marks during the course will cause 
expulsion from the institution.” 

Student pledges are exacted in some denominations and are 
of approximately two types: first, the passive pledge of voca- 
tional tradition as illustrated in the case of Princeton Sem- 
inary; *® second, the pledge of more active personal initiative 
as illustrated in the case of Kenyon College.!7 Both forms 
bind the student to obedience but the latter especially pledges 
him to effort. 


2. STUDENT LIFE 
The denominational backgrounds and vocational attitude of 


the seminary student are the most important extra-curricular 
influences of his seminary days. 





* “Deeply impressed with a sense of improving in knowledge, prudence 
and piety, in my preparation for the Gospel ministry, I solemnly promise, 
in a reliance on divine grace, that I will faithfully and diligently attend 
on all the instructions of this Seminary, and that I will conscientiously 
and vigilantly observe all rules and regulations specified in the Plan for 
its instruction and government, so far as the same relates to the students; 
and that I will obey all the lawful requisitions, and readily yield to all 
the wholesome admonitions of the professors and directors of the Seminary 
while I shall continue a member of it.” 

““We the subscribers, students of the Theological Department of Ken- 
yon College, do solemnly promise, with reliance on Divine Grace, that we 
will faithfully obey the laws and pursue the studies thereof, endeavor to 
promote the reputation and interests of the Seminary, and make daily 
efforts, by pious reading, self-examination, and secret prayer to cultivate 
all religious and moral disposition and habits, and grow in those graces 
which should characterize the Christian and minister of the Cross.” 


[167] 





THEOLOGICAL EDUCATION IN AMERICA 


Most seminaries have dormitories upon the grounds. The 
minimum amount for which room and board are furnished 
provides for plain living quarters and insures that the meals 
shall be of the kind served the country over to students who 
live in dormitories. 

The opportunity to live’ with a homogeneous group of 
like age and interest is of exceptional value. Fellow students 
represent the varying points of view of different parts of the 
country and there is a common fund of maturity of experience 
through summer apprenticeships in many forms of religious, 
social and other work. 

Seminary publications and activities differ in character from 
the post-adolescent phase of such publications and activities in 
the college. Athletics are available for those who wish them 
and there are inter-seminary athletic events. The glee club 
and debating society both exist but have not college promi- 
nence. In other words, the activities of the seminary bear the 
stamp of the vocational quality. Most of the men are earning 
at least part of their way, frequently by serving as student 
pastors. They have, then, the vocational absorption that char- 
acterizes the professional school and the societies in which 
they are interested have to do with scholarship, missions, liter- 
ary work, prayer circles, or some form of activity that is 
concerned with ministerial preparation. 

Virtually all theological seminaries have some organization 
to promote the religious life. These organizations frequently 
take the form of missionary societies or Y. M. C. A.?8 


*In the latter part of the 19th century the various missionary societies 
of the seminaries were organized into the Interseminary Missionary Alli- 
ance which held a number of conventions. In 1898 the Interseminary 
Missionary Alliance voted to disband. The delegates from twenty theo- 
logical seminaries reassembled and voted to form the theological section 
of the Student Young Men’s Christian Association. The local autonomy 
of theological seminaries was recognized in that any local organization in a 
seminary could be affiliated, provided it was true to the Association basis 
of membership and would include in its name the title “Young Men’s 
Christian Association”, to show its student movement affiliation. Since 
that day there has been a special subcommittee of the International Com- 
mittee to supervise the work of seminaries. There have been six traveling 
secretaries who have visited the seminaries and promoted interseminary 
relationships as well as the local work. In 1917 there were 41 Y. M. C. A.’s 
in the seminaries. The work of a missionary society or Christian Associa- 


[168] 





STUDENTS 


The student magazines have a reminiscence of the college 
year-book style, slangy, satirical or comic as the case may be, 
but with articles of vocational interest intermingled, and with 
many evidences of pride in the scholarship and achievement of 
professors. 

The area of denominational-mindedness includes the student 
aid,’® the free tuition, the form of religious services, the 
lives and influence of professors and visiting denominational 
leaders, the vocational prospects, and continuous contact with 
the churches of the denomination. 

If that denomination is the church of childhood and adoles- 
cence, especially when the student has gone to a denominational 
academy and after that to the denominational seminary, the 
connection becomes almost organic. The associations of child- 
hood and of adolescence, of college and of seminary, the 
colleagues in work of mature years, the weekly denominational 
papers, the periodical meetings of the regional and national 
organizations give national consciousness through the setting 
of the denomination. 

The kernel of the denominational influence is that the stu- 


dent regards his denomination and not his seminary as Alma 
Mater.?° 





tion in the seminary is limited to promotion of certain voluntary meetings, 
such as prayer meetings, study classes, debates, addresses from men whom 
the students desire to hear, deputations to colleges, mission work in the 
surrounding country, work with high-school boys and young people’s 
societies and missionary giving. 

First the Interseminary Alliance and later the Y. M. C. A. called con- 
ferences of theological seminaries. A number of these have been held 
nationally, but of more recent years they have been held regionally to 
Procure a larger attendance of students. The seminaries have also sent 
delegates to the Student Y. M. C. A. conferences, both to keep in touch 
with the men and to assist in the personal work and presentation of the 
ministry at these important gatherings. 

”The general facts as to free theological education are discussed in 
the financial section, pp. 203 and 231. 

” The activity of seminary alumni is comparatively limited. Of 94 re- 
ported alumni organizations, 23 per cent. are reported as beneficial to 
the seminary—benefit being defined in terms of funds, new students, re- 
newed interest; only fifty-four cases report that they have alumni secre- 
taries; forty that the alumni elect or nominate trustees. 


[169] 





THEOLOGICAL EDUCATION IN AMERICA 


3. TENDENCY TOWARD SEGREGATION 


There is a form of segregation in society’s conception of 
the ministry. Segregation comes about in deference to the 
ideal of priestly function associated with the sanctification of 
birth, marriage, death and the Eucharist, and in the generally 
accepted theory that a man with a message must have a certain 
degree of aloofness for meditation. One of the symbols of 
this is the clerical dress. 

The emotional and imaginative life of the minister is bound 
up with the poetry of the Bible, with the biographies, the hymns 
and prayers that are the Church’s inheritance. These are 
legacies freighted with personality, strong, moving. The 
Catholic, the Protestant Episcopal, the Lutheran, the Puritan 
traditions set apart from the life of the twentieth century those 
who have received their heritage. Long training with books 
and ideas, asceticism, emphasis on meditation and discipline, 
continuous study of history, of the Old and New Testament, 
of doctrine, develop a psychology fundamentally concerned 
with discrimination as to ultimate values. The inner compul- 
sion, the social and individual inheritance cultivate idealism 
and a critical attitude. The minister may feel socially superior 
or socially inferior, or both, or all the ranges of feeling 
between. He may be constructive or destructive as tempera- 
ment determines. The vocational training of the potential 
minister predetermines that his function be that of a critic 
of life and society. 


Numbers 


I. ALUMNI 


There are no data as to how many of the ministers 7* of 
the United States are alumni of theological seminaries. 

Only one-third of all seminaries reporting say that they 
have data as to location and occupation of their own graduates 
and former students. Where available the information gives 


“Estimate for 1922, 214,583, Federal Council Year Book, 1923. 


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STUDENTS 


the year of birth, birthplace, college training, places and years 
of pastorates in a card file or in the catalogue. Protestant 
Episcopal seminaries are exceptional in their efforts to publish 
this material and there are individual cases 2? all of historic 
value. 

2. TRANSFERS AND WITHDRAWALS 


Of the 9,000 students now enrolled, the data indicate that 
few will leave before completing the course. Transfers are 
for more specialized work, university affiliation, better educa- 
tional standards, but are unusual. Leaving before gradua- 
tion ** may be for financial reasons, because the work is too 
difficult, to take a position, or to have a change—but that also 
is unusual. 

SPECIAL STUDENTS 


The position of the “special” students, who in 1922-23 
constituted 15 per cent. of all theological seminary enrollment, 
can not be definitely established as between the prospective 
minister, the college student and the lay worker in the field 
of religion. Estimates indicate that the two latter are from 
5 per cent. to 8 per cent. of all students and they are excluded 
from the estimates concerning the ministry that follow. 


3. PRESENT NUMBERS 


The facts which are available do not justify the widely- 
spread popular opinion ** that there is a falling off in the 
proportion of men studying for the ministry of Protestant 


*e.g. Anglican Seminaries, Canadian Clergy List; Lutheran Church, 
Church Year Book of the Synod; Union Seminary, Virginia, 1807-1907; 
Princeton 1815-1909; Union Seminary, New York City, 1836-1918; Newton 
1826-1912; Rochester 1870-1920; Meadville 1844-1910. 

* Sixty schedules received gave no data on this point. 

*“T refer to the appalling failure of the ministerial supply. For years 
it has been noted with alarm that young men, especially those of the 
better order of intelligence and character, are no longer entering the 
service of the church as a profession. ... The enrollment at most of 
the theological schools in the country has been steadily declining during 
the past generation, until today the situation is one of positive collapse. . 

“The close of the war was followed by the greatest slump in attendance 
at American divinity schools in recent history. ...”"—New Churches for 
Old, John Haynes Holmes. 

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THEOLOGICAL EDUCATION IN AMERICA 


white churches. For every 2,600 church members,” one per- 
son is preparing for the ministry. If this calculation be made 
in the larger terms of “church constituency” claimed by the 
Federal Council, the ratio becomes one in 7,000 to 8,000. The 
latter is the proportion estimated by the Bureau of Education 7° 
as existing between men in training for the ministry and total 
population fifty years ago.?" 


4. TENDENCY OF ENROLLMENT 


This number represents a present tendency to increase in 
gross enrollment, as illustrated in reports from 55 seminaries, 
which are roughly typical, in Chart XVII accompanying: It 
is estimated that the 9,880 students of 1921-22 increased to 
10,750 in 1922-23 or a continuing increase of g per cent. (A 
few college specials and some lay students of religion are 
known to be included. ) 

In tracing these facts by denominations, it must be recog- 
nied that the interchange of students of varying faiths dilutes 
the total and that this is especially the case in small denomina- 
tions having only one or two seminaries, as well as of groups 
that habitually send their students to independent institutions. 

Size is one of the factors influencing quantitative growth, in 
that the average small institution increases numerically with 
more difficulty than does a large one. 


* Federal Council Year Book, 1923. 

* Report of the Commissioner of Education, 1870. 

™ Comparable figures for the Latter Day Saints, Eastern Orthodox, 
Jewish, Negro Protestant and Roman Catholic men now in training aré 
not obtainable; therefore the total of men in theological seminaries in 
proportion to present population is not obtainable in 1921-22. The Jewish 
Theological Seminary in America estimates that the Jewish students in 
training approximated 55; these had received the baccalaureate degree 
and were devoting themselves exclusively to theology, while 126 were 
enrolled in the undergraduate work of seminaries, preparatory to theo- 
logical specialization; figures of the Negro Year Book indicate that there 
were about 900 Negroes in seminaries of their own race; the National 
Catholic Welfare Council (which is now compiling 1922 statistics) states 
that in 1920 their church had 11,198 preparing for the priesthood, of 
whom 3,000 were enrolled in technical theological study; the United 
States Bureau of Education Bulletin, 1922, No. 28, accounts for 7,216 
students of theology in 1919-20, but freely admits the incompleteness of 
the figures. 


[172] 











STUDENTS 


Small seminaries may be subdivided into two groups, i.e., 
those having a maximum enrollment of twenty-five and those 
having between twenty-five and fifty-five respectively. 

The smaller group averages a registration of fifteen and 
represents many types of interest; age, the prestige of honor- 
able history; college and university connection; foreign-speak- 
ing branches of large denominations; small constituencies ; 
non-indigenous denominational enrollment; liberals; conserva- 
tives; institutions included as approaching the norm ?® and 
institutions excluded; in a word, variations from type. 


Per Cent CHANGE 
Per Cent CHANGE 





30 
1916-17 1917-18 1918-19 1919-20 1920-21 1921-22 1922-23 


CuHart XVII: ENROLLMENT TENDENCY, 1916-1923. 


The larger group usually enrolls about thirty and is more 
nearly typical. It represents wide geographic distribution, 
chiefly city location, chiefly denominations relatively large or 
otherwise influential. 

In the group enrolling more than fifty-five students is found 
the change that makes the total increase. The bearing of 
standards upon the question of enrollment is indicated by the 
fact that the forty-seven seminaries approaching a suggested 
norm enroll approximately half of all the students. 

The general tendency of enrollment may be summarized as 
follows : 

1. The total record of Canadian seminaries points to a 
more extreme post-war depression with the consequent longer 


* Christian Education, Vol. III, No. 7, April, 1920. 
[173] 








THEOLOGICAL EDUCATION IN AMERICA 


period needed for recovery than is the the case with the United 
States, so that enrollment statistics of the two countries cannot 
properly be compared. ; 

2. The tendency of gross enrollment in the 1916-1923 
period is toward increase. 

3. Large seminaries—particularly those that have a median 
enrollment of at least 125—are growing numerically, small 
seminaries—particularly those that enroll not more than fifty- 
five—are not growing numerically. 

4. Seminaries having enrollments of the former size rep- 
resent the Southern Baptist church, the Methodist Episcopal 
church, and the tendency to undenominationalism as repre- 
sented in Union Seminary and Gordon School of Theology. 

5. Except for the seminaries of the Southern Baptist, this 
increase in enrollment represents tendency toward ministerial 
preparation of men who already have the college degree. 

6. Partial statistics for 1923 indicate a continuation of 
these factors of change, particularly in quality, in preparation 
as indicated by the college degree; 143 seminaries (United 
States and Canada) reporting 10,082 students enrolled, say 
that 4,360, or nearly half, have the bachelor’s degree. 

Enrollment as revealed in the past seven-year period concerns 
a cross-section of theological education socially and economi- 
cally a-typical. This cross-section belongs within a large 
setting for which fragmentary data are available over the last 
fifty years. 

' 5. HISTORICAL DEVELOPMENT 


Records ?® for theological education collectively begin to be 
available with 1870. Figures by decades which would defi- 
nitely establish rate of growth are not available. Gross totals 
consistently show increase but every year omits seminaries, 
reports from which would constitute significant variations. 

The available records ®° of this period when distributed by 

*U. S. Bureau of Education, Washington, D. C. 

* One phase of the development characterized by quantitative growth 
is the increase in number of seminaries from eighty institutions in 1870 
to 142 in 1880, 145 in 1890, 154 in 1900 and 184 in 1910. (Bureau of Edu- 


cation statistics do not always distinguish between training schools and 
seminaries.) This study counts 131 seminaries 1n 1923. 


[174] 











STUDENTS 


decades in size-groups of under twenty-five, between twenty- 
five and fifty-five and over fifty-five show that size is a de- 
scriptive quality that may stand for advantages, limitations, 
new ventures, etc. 

The early departments of theological instruction in such 
colleges as Eureka, Shurtleff, Griswold, Bates, Hamilton, Bay- 
lor, Grenville, Blackburn, Carthage, McKendree, Ursinus, 
Northwestern, Manchester, Taylor University, Washburn, 
Adrian, Suomo, Hillsdale and Knoxville do not now exist in 
the same status. They have been dropped, as in the case of 
Griswold College; or they have changed names or affiliation or 
form, as is the case of the University of the North West; 
or they have removed from the college and become seminaries 
as is the case of Baylor University. Changes of this type 
have gone on chiefly among seminaries that enrolled less than 
twenty-five students in 1870. 

Some of the seminaries that were largest in 1870 are still 
largest in 1923. From the beginning, they have represented 
large constituencies. Other seminaries have preserved a fairly 
even enrollment throughout, and still a third group has shown 
extreme fluctuation. 

Qualitative development, sometimes the cause of the grosser 
quantitative result, may be crudely expressed in the proportion 
of graduates and of men having the bachelor’s degree to total 
student body. For seminaries reporting, the proportion of 
graduates to enrollment was in 1880, as one in seven; in 1890 
and 1900 as one in five, in 1910 as one in six. [hese propor- 
tions are very much higher in the case of individual institu- 
tions. In 1900, for example, Yale, Chicago, Newton, 
Concordia, and Crozer were graduating one in four ; Hartford, 
Wartburg, Eden, Drew, Auburn, Colgate, Oberlin and Witten- 
berg were graduating one in three; and a few, Seabury, 
Capital University, Xenia were graduating one intwo. Other 
institutions were graduating less than the average stated, and 
apparently had large numbers enrolled as specials. 

The proportion of baccalaureate degrees among seminary 
students on the basis of partial returns has approximated one- 


[175] 











THEOLOGICAL EDUCATION IN AMERICA 


fourth,*? in recent decades. The 1922 report for Protestant 
white seminaries only, shows that approximately one-third of 
all students were known to have the baccalaureate degree; 
1923 reports indicate 43 per cent. 

The conclusion of any study of the development of total 
enrollment in theological seminaries, then, has to do with 
searching and evaluation of the records. There are indica- 
tions that shifting is increasingly qualitative but the absence of 
comparable records and measures blurs the effort to trace how 
and when. 

In a comparable professional field, medicine, the records 
which are available permit precise generalization as follows: 

The number of schools, of students and of graduates reached 
a peak in 1900, since which time there has been a decline in 
the total. 

The facts back of this decline are that the Council of Medi- 
cal education of the American Medical Association began 
functioning in 1900; the Carnegie Foundation “Report on 
Medical Education in the United States and Canada” was 
published in 1910; and in 1914 a year and in 1918 two years of 
college work, including courses in physics, chemistry and bi- 
ology, were required for admission to medical schools of Class 
ald tected shes 

The absolute decrease in attendance has followed higher 
entrance requirements, and an increasing number of graduates 
with baccalaureate degrees; and has been coincident with a 
great improvement in teaching facilities.3% 

Transitions from quantitative to qualitative development 
are operative in different degrees in all phases of higher 





™ Partial returns as to No. of Students: No. having baccalaureate degree 


1880 5,093 1,345 
1890 7,013 1,559 
1900 8,009 2,338 
1910 II,OI2 3,064 


“The tentative list of colleges approved by the A. M. A. for deans 
of medical colleges does not include certain colleges which are furnish- 
ing a number of men to theological seminaries, e.g. Manchester College, 
Indiana, Mississippi College and Simmons College, Texas. 

* Medical Education, Bulletin 1923, No. 18, United States Bureau of 
Education. 


[176] 








STUDENTS 


education in the United States. Schools of theology reflect 
this tendency. 

Their whole problem of increase and decrease in enrollment 
—gross, by denominations and in individual cases, is part of a 
much larger educational problem. 


Supply and Demand 


I. THE REPUTED SHORTAGE OF MINISTERS 


The present supply of ministers ** is approximately one in 
513 of total population. 

Figures showing the progressive decline of the ministry and 
the corresponding increase of those entering other professions 
have been compiled. For example, a study by the United 
States Bureau of Education ** concerned itself with the records 
of thirty-seven institutions—Harvard, Yale, Pennsylvania and 
others representing an enormous volume of graduates, cos- 
mopolitan sources, diversified educational opportunity. This 
extreme must be balanced by the experience of more widely 
distributed institutions in establishing a national average. Yet 
there are sectional inequalities of supply and demand and 
smoothing all to the nation’s average is equivocal. No doubt 
it is also true that there are not available data on which to 
formulate the exact balance between supply and demand. This 
must be studied in relation to contributing factors and may 
well be compared with the balance of supply and demand in 
other occupations. 

The General Education Board, in a study not yet pub- 
lished, states that the problem as to physicians is one of dis- 
tribution and not of production; the difficulty being in part one 
of balance between city and country men. 

The Carnegie Foundation °° reporting on the study of dental 
education to be published in 1924, says “There is great public 

* Reports of theological seminaries in the United States for June, 1922, 
state that there were 880 graduates receiving the B. D. and 675 of 
diploma or other grade. At the same period 600 men were graduated into 
the Roman Catholic priesthood. 


* Bulletin 1912, Number 19. 
* Seventeenth Annual Report, Carnegie Foundation, 1922. 


[177] 








THEOLOGICAL EDUCATION IN AMERICA 


need for a larger number and a wider and more effective dis- 
tribution of dentists.” . 

The American Engineering Council *7 adopted in 1921 a 
report which states: ‘Unless a radical improvement can be 
brought about it seems evident that the profession can not 
attract to or retain in it men of the caliber required to command 
the respect in which it has heretofore been held by the public.” 

In the teaching profession, the Bureau of Education Surveys 
of the 1910-18 period and the Council of Church Boards of 
Education studies of higher education in ten states show that 
the demand for well-equipped teachers habitually exceeds the 
supply.38 

The demand for trained social workers is quoted as greater 
than the supply.®® 

The report of an institution believed to have typical signifi- 
cance in library work says that in a recent period their place- 
ment bureau received 343 requests for librarians and could fill 
only 79 of the vacancies.*° 

Reliable figures show frequently the lack of balance in de- 
mand and supply in industry. In contrast with the tendencies 
shown above, the United States Geological Survey statistics 
indicate that bituminous coal mines have a developed capacity 
and present labor force far in excess of the demand. On 
figures made from 1890 to 1921, work is estimated as 215 days 
in the year. Ninety-three days are idle; the reasons assigned 
are, from business depression fifteen, over-development thirty- 
four, personal demands, forty-four.*1 

The fact is that the relation between supply and demand is 
not theoretically determined in any large professional field. 
With the church, this relation is particularly hard to state. 
The supernatural element which is a condition of the life of 
the church complicates the ordinary relations of supply and 


"Report of Committee on Classification and Compensation of Engineers, 
Dec. 15, I919. 

“Cf. Bureau of Education Bulletins 1922, Number 8; N. E. A. Commis- 
sion Series, Number 6, Washington, D. C., 19109. 3 
* National Social Workers’ Exchange, 22nd St. and Lexington Ave., 

New York City. 
“Pratt Institute Placement Bureau, Brooklyn, N. Y. 
“American Economic Review Supplement, No. 1, March, 1921. 


[178] 








STUDENTS 


demand in the case of the ministry. The church, like other 
growing agencies, is in a state of acute transition of thought 
and of change in remuneration and in organization. Evi- 
dence available concerning present conditions is approximately 
as follows: 

1. The colonial tradition was a prophetic tradition—and 
the world has never been able to produce enough prophets, 
enough artists, enough seers and creators in any realm. There- 
fore, as population increases and living conditions diverge, the 
present impossibility of finding enough ministers to carry on 
the prophetic tradition will become still more pronounced. 
This is not the same thing as saying that there are not or will 
not be enough ministers. It is in effect the need of the world 
for genius. 

2. The quantitative comparison of gross number of va- 
cancies and gross ministerial supply has no vital significance. 

3. The qualitative facts that ministers have varied gifts 
and are trained for varying positions and on the other hand 
that positions require men of varied talent and experience, 
constitute imponderable elements within the general formula 
of “demand and supply.” 

These factors must be studied in relation to the status of the 
church as well as the status of the minister. The minister 
feels the pressure of an institution requiring him to conform 
to it as well as he feels his personal call to preach. 

There was one church for every 534 of total population in 
1922. This numerical frequency renders the church the great- 
est single agency of adult education. It is the agency through 
which man expresses his religious nature. Three hundred 
years of evolution away from the family church and the in- 
dividualistic idea of salvation brought from the continent, 
reveal the church as increasingly malleable, ministrant to the 
community, distributor of good works and vehicle of philan- 
thropy. The “meeting house’ does not now express the 
function of the church. 

Its Sunday prayers can now be intoned over the continent, 
its hymns and its sermons can reach to the other side of the 


[179] 








THEOLOGICAL EDUCATION IN AMERICA 


ocean.*? To the traditional conception of the church as the 
ecclesiastical institution of religion, there must be added the 
present expression of the church as a practical working agency. 
The average church in its average mood must be compared 
with other vehicles of expression of the average man—his 
newspapers, parties, civic organizations, fiction, drama and 
art. It has such distinguishing characteristics as the 
following: 

The church is a voluntary organization supported by free 
will offerings. | 

In 1916, the average church had 185 members, 107 Sunday 
school pupils, a debt of $5,835 on church property valued at 
$8,476, a budget of $1,613 for current expenditures. 

Churches may be distinguished by location as urban,*? town 
and rural. All these types can be subdivided, as for example, 
urban into typically developed, under-developed, elaborated, 
socially adapted and erratic. Specific Church types are only 
beginning to be scientifically defined and the demand for min- 
isters interpreted in the light of their qualities. For example, 
erratic churches consist of small social groups whose opinions 
are at variance with those of the majority of their fellowmen 
and who are not large enough quantitatively for normal 
growth. 

The average church has inadequate records, not truthfully 
showing past history, not closely comparable with those of 
other churches and denominations, embodying chiefly an im- 
portant piece of routine clerical work for which it is difficult 
to fix responsibility. 

The current financial budget of the church must preserve a 
balance between the funds devoted to the religious education 
of its own constituency, and the benevolences in which it 
contributes to missions, social service, philanthropy, etc. 


“ Radio transmission cannot be without its effect on church attendance. 
It lends further countenance to the American custom of passivity in 
recreation. It develops the critical sense with respect to sermons, be- 
cause the personal charm of the speaker is removed. It affords a wider 
range of music in worship. 

“ Types of City Churches, Institute of Social and Religious Research, 
to be published by George H. Doran Co. 


[180] 








STUDENTS 


A church becomes indigenous to a certain soil, for example, 
the Southern Baptist Church below Mason and Dixon’s line, 
and cannot readily be transferred to alien environment. 

The church in its institutional form is denominational. De- 
nominationalism represents agreement of a group with respect 
to large questions of ecclesiastical policy, as to education, 
finance, missions, expansions, etc.,—as well as the essentials 
of a given creed of religion. 

Every church has within herself the need of finding a min- 
ister assimilable to her group. 

The nature of the church as an institution of religion is then 
seen to be progressively complicated. The institution is less 
plastic than the minister. The conditions of demand are such 
that the difficulties of supplying it are well-nigh insuperable. 


2. STATUS OF THE MINISTER 


The 1916 Religious Census divided the total number of 
ordained ministers as follows: in the pastorate 85 per cent.; 
in educational, evangelistic, philanthropic or social work 7 per 
cent. Nearly all of these ministers are men.*4 The figures 
denote a decrease in some of the small groups, for example, 
Adventists, but a tendency to increase in the large denomina- 
tions, for example, in major branches of the Baptist and 
Methodist communions. 

The exact meaning of some of these figures is problematic 
—since it has been a part of the theory of certain denomina- 
tions that the minister should earn his bread at some other call- 
ing. The Church of the Brethren is at present in the transition 
period from a free to a paid ministry. Some denominations 
have only a third of their ministers engaged in the pastorate 





“In 1910 there were 685 women rated as clergymen. There are no data 
as to seminaries that do not or would not give the B.D. degree to women, 
but it is known that not all denominations ordain them. Women are 
sometimes enrolled in theological seminaries; but analysis in certain avail- 
able cases indicates that their usual interests are non-technical; they are 
studying the Bible or practical sociology which may be transferred to 
another field, or religious education in which there are positions for 
women. 


J181] 











THEOLOGICAL EDUCATION IN AMERICA 


only. The largest denominations have many men in educa- 
tional work and many who are listed as retired. 

Minister is a collective term covering several types: pastor, 
preacher, administrator and organizer, together with variants 
such as missionaries familiar with a special language, or special 
racial psychology, social technique or point of view. This 
multiple character is reflected in the usual opportunities in 
seminary specialization.*° 

There is, however, grave danger in over-specialization—the 
minister may be unable to find opportunity to use his precise 
technical training. 

Except in churches having the episcopal form of govern- 
ment, there are few agencies to form a basis of connection 
between the minister and the church. The Congregational 
group, for example, suffers to the extreme from this form of 
vocational embarrassment. 

Sectional tastes are so strong as to limit a minister’s field 
of service. The North does not ordinarily produce the men 
most successful in churches of the South and vice versa. 
Churches of the East and West *® do not find themselves able 
to exchange the average beginner with impunity though the 
exceptional man goes back and forth freely. 





“In the fields of preparation which the seminaries report, the typical 
seminary affords a choice of two or three fields as follows: 


1 field 24 seminaries 
2 fields 21 o 
«sé 33 

7 
15 éé 
: 3 
2 
sé 5 ¢é 


Thirteen institutions replied that they had no plans for specialization. 
Specialization is usual through five channels: (1) the personal, to be 
adjusted between the student and the professor; (2) the elective courses; 
(3) the curricula groups; (4) the seminary; (5) the graduate department 
only. One-fourth of those reporting stated that it was possible through 
elective courses. 


aN Qui f G 


Lan! 


“The Episcopal Bishop of Colorado is quoted as saying in November, 
{922: “Eastern Clergy do not care to go West and if they go do not 
care to stay.... To solve our problem in Colorado we must have a 
ministry that will stick there, in short, we want a native ministry.” 


[182] 














STUDENTS 


The man who is called to preach and has acquired the neces- 
sary vocational training finds additional responsibility in the 
ecclesiastical machinery of his denomination. Acquiring the 
underlying philosophy, sense of objectives, method and aim of 
a given denomination in fields of service and benevolence is 
the task of years. The various apportionments of a church 
to its denominational societies and its forward campaigns 
exemplified in the “Men and Millions” movement of the Dis- 
ciples of Christ, the “Centenary” of the Methodist Episcopal 
Church, and the “New Era movement” of the Presbyterian, 
U. S. A., are a continuous issue of changing aim and method. 

Depending upon the psychology of the denomination, va- 
cancies must be filled in accordance with one of several theories 
of the ministry: 

First, the theory of the priesthood, calling for the teaching 
of a communicable tradition and proper rites. 

Second, the theory of a representative office in a religious 
democracy. 

Those who hold the latter theory are again separable into 
the groups that desire a critical knowledge of the contemporary 
world and efficient methods, and those that demand only per- 
sonal ability and a divine ee a negative attitude 
toward intellectual inquiry. 

These demands have to be related to the supply specifically 
available and not to the total numerical supply. The church 
falls into the mood of other employing agencies and wants a 
surplus of able and well-prepared men for all vacancies. 


3. PRESENT CONDITIONS 


Fifteen denominations have furnished, with respect to sup- 
ply of and demand for ministers, data showing that, as a 
whole, net increase does not take care of net vacancies; they 
do not give the other side of employment data save where 
exceptional denominations are beginning job-analysis. In 
other words, the flat call for a certain number of recruits is 
without significance unless there is an explanation as to kind 
of man, kind of job, and correlation between the two. 


[183] 











THEOLOGICAL EDUCATION IN AMERICA 


Vacancies are not clearly differentiated between men and 
charges. They may be in terms of a number of charges, two 
or more of which are yoked for one pastor. Present pastors 
are recognized as serving too many churches, and a higher 
type, particularly men of special training, is often wanted. 

It is recognized that some ministers will be unqualified 
even after ordination. It is recognized that some churches are 
in fields continuously unable to support pastors except with 
home mission aid, the propriety of which is not always as- 
sured. In general, there is no lack of men for cities and 
towns but there exists a definite need of men for rural work. 

As to the need of ordained men for mission fields, the 1922 
Student Volunteer Bulletin calls for 228; while three times as 
many are needed for technical positions—physicians, nurses, 
educational and administrative work, stenographers and com- 
mercial teachers, agriculturists and industrial teachers, phar- 
macists and business managers, instructors in music and home 
economics, normal school methods, kindergarten, etc. Home 
mission work has been comparatively ignored in the statements 
of boards asking for recruits and is not specially stressed in 
the catalogues of seminaries. 

The Protestant Episcopal Church has begun the regional 
analysis ** of the number of churches vacant, the number of 
ministers available for them, and the arrangements made in 
the case of pastoral supply. 

Studies are now being made by the Methodist Episcopal *8 
and the Disciples of Christ groups. The Congregational need 
is being subjected to precise analysis. The first paper *® begins 
to take account of contributing factors such as the number 
of members and the salary available, but is not valid because 
many significant terms remain undefined. Numbers of 
churches, numbers of ministers without a charge, numbers of 
members, etc., await definition, standards of variation, ex- 





“Department of Religious Education of the Protestant Episcopal 
Church, 281 Fourth Ave., New York City. 

“The Ministry of the Methodist Episcopal Church, Commission on 
Life Service, 740 Rush Street, Chicago. 

® Congregational Education Society, 14 Beacon St. Boston, Mass., 
“American Congregationalism and her Pastorless Churches.” 


[184] 








STUDENTS 


planation as to types, the clarifying of the saturation points of 
social and religious efficiency. 

Summarizing briefly, in 1920 Congregationalism had avail- 
able 1,000 pastorates at salaries of less than $1,000 per pas- 
torate. Some of these vacancies represent an environment 
non-indigenous to the denomination, many represent churches 
with a membership of less than fifty, some represent home 
mission churches.°° 

In 1922 state superintendents continued this study. Their 
common agreement as to whether or not there is a dearth of 
ministerial supply is almost never a flat negative. It is diluted 
with questions as to the permanence of the churches vacant, 
the salaries available, the quality of the candidate.*? 


® Maine had ninety-four pastorless churches with a membership of 
forty-three and an average salary of $768. Montana with forty-five 
pastorless churches and an average membership of twenty-one was offer- 
ing an average salary of $485; New York, which had sixty-three pastorless 
churches, the average membership seventy-one, had an average salary 
of $891. 
“Ts THERE A DEARTH OF CANDIDATES FOR VACANCIES ? 








Yes No Surplus 
Texas; North Carolina;} Indiana; Rhode Island;| Middle Atlantic States; 
South Carolina, Vir- Northern California; 
ginia; District of Kansas; “Supply in-| Michigan: “Three or 
Columbia. creasing.” four times as many 


applicants as can be 
South Dakota: “Of} Illinois: “Within 100 used.” 


good men with stay-| miles of Chicago.” 
ing qualities at mod- Missouri: “Three to 
est salaries.” thirty applicants for 
every worth-while va- 
New York: “For cancy.” 
churches paying less 
than $1,500.” 


North Dakota: “For 
rural and é yoked 


fields.” 
Illinois: “For isolated 
pastorates.” 


Nebraska: “Yes, the 
solution may possibly 
be fewer and better 
ministers and fewer 
and better churches.” 





[185] 











THEOLOGICAL EDUCATION IN AMERICA 


The position of the church in regard to the adequacy of 
supply to meet demand is divided somehow between the fol- 
lowing factors, for which no exact formulation is possible. 

Fo Rhe general inadequacy between supply and demand of 
trained people in all fields. 

2. The traditional attitude of the ministry; ‘““Woe is me if 
I preach not the Gospel.” 

3. The training of the minister and his attitude toward 
vacancies. 

4. The opportunity and duty of the minister in related 
and other fields. 

s. A reasonable salary for a church which has a worth- 
while program of development. 

6. The duty of the church established on a permanent basis 
toward sister churches in home and foreign mission fields. 

7. The erratic church member who wishes to perpetuate 
an economic, religious and social situation which he cannot 
finance. 

8. The denominational tenacity which hangs on wherever 
work has been started, in face of a situation that should be 
interpreted by the social and religious needs of the community. 

These are attitudes, traditions, duties, opportunities for 
reinterpretation, which call for compromise. Who knows what 
the legitimate demand is or whether the supply may not be 
somewhere available ? 











CHAPTER VI 


FINANCES AND PROPERTY 


Evaluation of Data 


The financial data herein are submitted as a preliminary 
statement of a very complex and unsatisfactory situation. The 
negative values of this statement perhaps are quite as great as 
the positive ones. This chapter is offered as a first step in a 
process of classification which it is hoped will develop rapidly. 

Some institutions declined to give information as to their 
finances. Into their reasons which were numerous, it is un- 
necessary to go. 

Others made reports that contained errors and ambiguities. 
These errors were often in the simple processes of addition 
and multiplication. Totals are frequently given that bear no 
mathematical relation to the items composing them. Efforts 
were made to untangle these intricacies, but often without 
success. In Table M, Appendix II, the figures are given as 
submitted, with full recognition of their manifest inaccuracies. 

It is evident that most seminaries have not been in the habit 
of making thoroughly analyzed financial reports, and that they 
were unable to command the necessary data—at least without 
much effort and expense. Neither financial nomenclature nor 
methods of bookkeeping, are standardized; and inevitable ditf- 
ficulties arise. 

The American Education Survey Department of the Inter- 
church World Movement prepared schedules long enough to 
define the terms and to itemize the gross figures. Seminaries 
that followed these schedules faithfully and fully have made 
excellent reports. But these schedules were judged by many 
seminaries too long to answer, and only summary statements, 
therefore, were sought in the schedule of 1920-21. 


[187 ] 












THEOLOGICAL EDUCATION IN AMERICA 


Figures for value of campus and plant are variable figures 
based usually on individual judgments; total endowment and 
productive endowment are frequently confused; indebtedness 
is not always indicated; unspecified other sources include dis- 
proportionate and sometimes amazing amounts; the use of 
buildings, books and teaching facilities of other institutions 
affects all statements of affiliated seminaries; the year of the 
data has been in some cases inadvertently changed. Special 
students, summer schools, evening classes, extension, com- 
munity religious education are sometimes by-products costing 
no more than theological instruction would cost in any event, 
but in other cases they influence per capita cost; students who 
are to be laymen, specialists in religious education, gospel 
music, etc., cannot be separately accounted for, but should be; 
figures as to the cost of student board and scholarships are not 
adequately provided; failure to separate operating expenses of 
other schools as to heat, light, etc., may invalidate figures for 
maintenance. 





Permanent Fund Assets 


The first question in connection with the cost of theological 
education is: 


WHO CONTRIBUTE TO ENDOWMENT FUNDS? 


On the whole, individual private philanthropy contributes. 
The separation of church and state in America early removed 
theological schools from the sources of public revenue that 
have frequently been available in schools of law, medicine arid 
dentistry. Seminaries have had no part in the more recent 
distribution of funds by great educational foundations through 
which professional schools of similar status have benefited 
financially. 

A comparative report of benefactions to certain divisions of 
higher education over the last half-century shows that be- 
quests to theological training progressed from $652,265 in 


1871 to $1,467,055 in 1915.2 
* Bulletin, 1922, No. 26, U. S. Bureau of Education. 
[188] 











FINANCES AND PROPERTY 


Philanthropic interest in theology, which devoted larger con- 
tributions to this field than to the fields of law, medicine and 
higher education of women until 1890, has declined in ratio 
since that time, according to the United States Bureau of 
Education. The data for the biennial years between 1912-16, 
show that schools of theology received (1912) $1,680,754; 
(1914) $1,558,281, and (1916) $2,257,359.” In endowment 
funds listed as productive, these institutions have built up about 
$40,000,000. 

A conference of seminaries of the Methodist Episcopal 
church (July, 1923) publicly stated that “although at least 
three of these schools have been in existence and have served 
the church for more than fifty years, all of them have to de- 
pend on private contributions for their support.” 

A typical development through the benevolence of an in- 
dividual or his family is found in such seminaries of the 
Methodist Episcopal Church as Drew Theological Seminary, 
Garrett Biblical Institute, and Iliff School of Theology.’ 

There are other seminaries that acknowledge by their names 
their indebtedness to private philanthropy. 

This indebtedness has not been solely at the hands of wealthy 
individuals. Ministers have founded seminaries and by gigantic 
efforts secured enough money to tide the institutions over the 
early critical periods. 

Only a quarter of the seminaries filing reports, indicated the 
sources of their permanent funds. The case of Drew Theologi- 
cal Seminary is fairly typical. “In 18607 when Drew Semi- 
nary was opened an individual pledged $250,000 for endow- 
ment and paid the interest for five or six years. Then he 
failed and the amount was covered by appeals to individuals 
and churches. During thirty-five years thereafter $150,000 
was added largely by individual gifts and a few bequests. 
Since 1912 about $350,000 has come from a very few individ- 


* Bulletin, 1923, No. 16, U. S. Bureau of Education. 

From the Iliff family, the Iliff School of Theology has received: 1884, 
$100,000 endowment; 1889, $50,000 for building; 1900, $50,000 for endow- 
ment as well as special furnishings and equipment. 

[189] 









THEOLOGICAL EDUCATION IN AMERICA 


uals and about $150,000 through a campaign four years ago. 
We are now preparing for a campaign for $2,000,000 as the 
immediate objective and $3,000,000 additional within the next 
few years.” 

It is assumed that the church is the wellspring of all gifts; 
but it is impossible to derive her precise influence in the 
categories of campaigns, annual denominational gifts and in- 
dividual gifts. As interpreted by the seminaries themselves 
the data are as follows: 

Reporting individual gifts as their chief source of funds are 
Hartford Theological Seminary, General Theological Semi- 
nary, Southern Baptist Theological Seminary, Pacific School 
of Religion, Crane Divinity School, Divinity School of the 
Protestant Episcopal church in Philadelphia, Gordon College, 
University of Dubuque Theological Seminary, Wartburg The- : 
ological Seminary and Diocesan College of Montreal. Some 
of these are comparatively wealthy among seminaries. Through . 
campaigns, Berkeley Baptist Divinity School, Bonebrake 
Theological Seminary, Drake University College of the Bible, 
the Theological Department of the Southern Methodist Uni- 
versity, and the Reformed Theological Seminary (Pennsyl- 
vania) report the receipt of from 75 to 9o per cent of their 
funds. Bangor Theological Seminary reports half from cam- 
paigns and half from individual gifts. The Evangelical Theo- 
logical Seminary (Illinois) has secured $350,000 through the 
forward Movement Campaign of the denomination. From the 
Public Educational Collection of the Church to Methodist Epis- 
copal institutions less than 2.5 per cent. goes to seminaries. 
The educational foundations established in the United States 
since the beginning of the twentieth century have not made 
contributions to theological teaching.‘ 

Denominational sources provided most of the funds of 
Westminster Hall (British Columbia), and Witmarsum 
Theological Seminary. 




















































Sabie constitution of the Congregational Foundation for Education an- 
ticipates the inclusion of seminaries in its benefaction. 


190] 





FINANCES AND PROPERTY 


METHODS OF SECURING FUNDS 


The general report as to the method most successful in se- 
curing funds is “personal solicitation”, in more than half the 
seventy-four cases reporting. Legacies, original donors and 
annuities which are also cited in a few instances, may go back to 
personal canvass. The United Lutheran Seminary (Illinois) 
states that appeals by the president and all members of the 
faculty are best. In cases in which particulars are given, it is 
clear that personal solicitation is made through the churches or 
through church machinery. This goes through varying degrees 
of method until it reaches the stage of response by assessment 
on the members of the church. 

Emmanuel College, Saskatchewan, says that it receives funds 
from the English Society. Huron College, Ontario, says 
that for twenty years her “policy has been to insist that the 
living church should provide for the training of the ministry.” 
St. Chad’s College, Saskatchewan, states that “each parish is 
assessed for the college’; Trinity, Toronto, that ‘annual sub- 
scriptions are secured through convocation.” 

Knox College, Toronto, reports individual subscriptions 
through the congregations of the constituency ; the Theological 
Seminary of the Reformed Church, in particular, reports the 
coéperation of the denomination. The Reformed Church 
Theological Seminary (Pennsylvania) states that the annual 
deficit is raised by “apportionment upon congregations by synod 
and classes.” 

In some of these cases it may be that a question concern- 
ing permanent funds has been confused with current budget. 

The gist of the foregoing is that money has been raised 
chiefly by individual gifts from sources within the church. 
Direct organized church support is less usual; it exists as a 
matter of policy especially among such branches of the church 
as the Anglican, Lutheran, Protestant Episcopal and Re- 
formed. The campaign method of raising funds either indi- 
vidually or through the denomination has not been greatly 
used, 

The methods of individual gifts and annual denominational 


[191] 





































THEOLOGICAL EDUCATION IN AMERICA 


gifts, which at one time prevailed among colleges, have been 
superseded during recent years by the campaign.*® Colleges 
and seminaries, however, are not similar, either in aim, in 
academic freedom, in number of alumni, in amount of per- 
manent funds or in amount of needed endowment. Their pro- 
cedure and evolution then are not analogous. Massachusetts 

colleges and universities alone have more money invested in 

endowment than all the seminaries of the United States; in- 

deed, Harvard University alone can nearly balance the scale 
against all seminaries. 


PERPETUATION OF THE CHURCH DOCTRINES 


Though seminaries derive support so largely from private 
individuals most of them are carrying out, through pledges 
taken by the faculty and through the machinery of control, the 
creed of a particular branch of the church. The latter fact 
points out clearly that although endowment comes from in- 
dividual gifts, it comes from those who are interested in sub- 
sidizing the faith and practice of a given denomination.® 
Recent reports of the press have stated that McCormick 
Theological Seminary received more than $1,000,000 from the 
late Mrs. McCormick and that no conditions of any kind were 
made with the gifts. However, the faculty members of this 
seminary are required to subscribe that they ‘‘will not teach 
directly or indirectly, anything contrary ‘to, or inconsistent 
with” the Confession of Faith and the Catechism of et 
Presbyterian church. 

The customary controversial elements concerning the valid 
teaching use of endowment funds were illustrated recently 
among the Disciples of Christ in the case of the College of the 
Bible (Kentucky). As one element in the controversy, a former 
chairman of the board of trustees asserted that those who made 
donations to endowment “did it with the expectation that the 
purposes of the founders of the college be continued’; the 





“Methods and Costs of Raising Funds for Colleges and Universities. 
John Price Jones Corporation, 150 Nassau St., New York City. 
*Refer to the pledges of faculties and students, pp. 35 ff. 


[192 | 






FINANCES AND PROPERTY 


trustees ‘declined to receive a committee authorized to present 
a request from certain donor’; and the donor of a gift to the 
chair of exegesis was said to be demanding that his money be 
turned over to another institution, because of lack of com- 
pliance with “the condition made that the teaching should not 
depart from that of the revered and scholarly OAR 
foregoing implies not only adherence to a creed but to a 
predecessor’s interpretation of it. 

It will be noticed in a succeeding section that there is some- 
times a relation between a definitely stated point of view and 
the public support of that view. Princeton Theological Semi- 
nary and Union Theological Seminary (New York)—each 
with a definite theological policy—have relatively large funds. 

Individual church members may be influenced by their 
ministers in the making of gifts. Ministers in turn often 
constitute the majority in the boards of trustees that receive 
and control funds. 

With the exception of the funds of independent seminaries 
of Congregational origin, those of Union Theological Semi- 
nary (New York), and the few millions distributed among 
Harvard, Vanderbilt, the Biblical Seminary in New York, 
Temple University School of Theology, and Gordon College, 
all the money invested for theological education in the United 
States is for the study of religion through denominational 
interpretations. Thus the church perpetuates itself. 





PRESENT FINANCIAL STATUS 


The present status of endowment funds in theological semi- 
naries discloses the methods of securing funds by which the 
normal financial resources of a seminary have been built up. 

Most institutions now derive their funds for teaching from 
endowments, although exceptional ones derive theirs from 
current resources. 

A financial status that may be characterized as “modern” 
or one that may be termed “backward’’, is not peculiar to any 
seminary group. Major denominations having more than a 
few seminaries, have at least two financial levels, high and 


[193] 








THEOLOGICAL EDUCATION IN AMERICA 


low. In those of the high level there is comparative wealth, 
fair attendance, clear definition as to position on liberalism 
or conservatism, established reputation. Baptists have the 
Divinity School of the University of Chicago, Rochester 
Theological Seminary, Newton Theological Institution; 
Methodists have Drew Theological Seminary, Garrett Biblical 
Institute, Boston University School of Theology; Congrega- 
tionalists have, at least of Congregational origin, Andover 
Theological Seminary, Chicago Theological Seminary, Hart- 
ford Theological Seminary, Oberlin Graduate School of The- 
ology, and Yale Divinity School; Presbyterians have Princeton 
Theological Seminary, McCormick Theological Seminary, 
Auburn Theological Seminary and Western Theological 
Seminary. 

At the other extreme, is the relatively poor seminary, young, 
living on a year-to-year basis, small, representing a minority 
group, badly placed geographically, a mission enterprise—or 
all these. Baptists have the Northern Baptist Theological 
Seminary, International Baptist Theological Seminary, Danish 
Baptist Theological Seminary, Bethel Theological Seminary; 
Congregationalists have Atlanta Theological Seminary and 
Union Theological College; Methodists have the Nast Theolog- 
ical Seminary, Maclay College of Theology, Kimball College 
of Theology, Central Wesleyan Theological Seminary, the 
Swedish and Norwegian Seminaries; Presbyterians have the 
University of Dubuque Theological Seminary, Omaha Theo- 
logical Seminary, Bloomfield Theological Seminary. Southern 
Baptists escape the situation, first, because their section of 
the country has little except homogeneous native-born popu- 
lation; second, because they have not perpetuated themselves 
in alien mission fields; and third, because they have only three 
seminaries, 

In addition to the two financial extremes, most denominations 
have seminaries in an undetermined middle position, lacking 
the prestige of the first group, though above the status of 
the second. 

Few seminaries can be considered independently. Affiliation 
with colleges or universities on the one hand, or with training 


[194] 





FINANCES AND PROPERTY 


schools on the other, affects financial condition as well as 
educational policy. It costs less to teach men of lower educa- 
tional preparation than those of high preparation. 

Before the development of the church organization and 
under the standards of an earlier day, the role of the in- 
dividual was more conspicuous. The History of the Theo- 
logical Seminary in Virginia™ says of the early teachers: 
“They came almost empty-handed ... Appeals of these 
early days were not for money but for intercession of the 
church.” The treasurer personally advanced $8,500 for land; 
a $3,000 brick house and a $5,000 central building were erected. 
In 1829 permanent funds amounted to $11,000; in 1835 in- 
vested funds had risen to $20,000. 


PRODUCTIVE ENDOW MENT 


Environment and buildings are matters of secondary im- 
portance in comparison with funds to support teachers. Pro- 
ductive endowment, therefore, in the present absence of 
“living’’ endowment, is the most important item in resources.® 

Among seminaries with the largest productive endowments 
are Princeton, which reports $3,364,000; Union Theological 
Seminary (New York), which reports $5,547,000; General 
Theological Seminary and McCormick Theological Seminary 
with over $2,000,000; Crozer Theological Seminary, Newton 
Biblical Institution, Rochester Theological Seminary, Southern 
Baptist Theological Seminary, Hartford Theological Semi- 
nary, Garrett Biblical Institute, Auburn Theological Seminary, 
Harvard Theological School, with over $1,000,000 each. In 
amounts these are not large for educational institutions. In 
1919-20® Amherst College had $4,000,000 in endowment, 
Williams College had $3,000,000, Grinnell and Pomona Col- 


"Gorham, 11 West 45th Street, New York City, 1923. 

*Current contributions of churches are frequently known as living 
endowment. In 1923 the North Central Association agreed to count as 
equivalent to part of its productive endowment requirement church con- 
tributions under certain conditions. (Christian Education, Vol. VI, No. 8, 
May 1923.) 

* Bulletin, 1922, No. 28, United States Bureau of Education. 


[195] 











THEOLOGICAL EDUCATION IN AMERICA 


leges had over $1,000,000. Riches, however, are relative 
terms. It has been agreed that a college having $1,000,000 in 
endowment would be able to educate in a modest way about 
335 students, or to provide more exceptional facilities for 
200.1° 

In these seminaries the per capita endowment ranges from 
$3,000 to $30,000. The total per capita cost at Garrett Biblical 
Institute, with 385 men, would be less than at Auburn Theo- 
logical Seminary with forty-eight men, on the principle of 
economy in quantity production. But as the $1,000,000 en- 
dowment at Auburn might be $21,000 per student and the 
$1,000,000 endowment at Garrett only $3,000 per student, it 
is evident the endowment yields more per student at Auburn 
than at Garrett. What financial benefit Garrett derives through 
sharing the plant and personnel of Northwestern University is 
not known. Nor has Auburn reported on cost of two summer 
schools, a summer conference, a school of religious education, 
a circulating library and correspondence courses. 

Similar complications enter into other cases. Productive 
endowment is from half to three-quarters of the total resources 
in the average well-known seminary. In the stronger Baptist 
seminaries and those historically Congregational, it will aver- 
age 75 per cent, and in Presbyterian U.S.A. seminaries 70 per 
cent. 

Bonebrake Theological Seminary has assets of $1,250,000, 
only a quarter of which are in productive endowment. Gen- 
eral Theological Seminary has productive endowment of. 
$2,400,000, but the other half of its assets is the great plant 
in the heart of New York City. 

The general trend of amounts of productive endowment may 
be expressed denominationally and has a correlation with de- 
nominational age and size. Minority groups have small share 
in such funds. The Protestant Episcopal and Lutheran 
churches have divided funds among a larger number of semi- 
naries than have some others. Many seminaries do not sepa- 


* National Conference Committee on Standards, 1921-1922. 


[196] 











FINANCES AND PROPERTY 


rate their funds in such a way as to give this estimate any 
significance. 

This fact is of less importance because stating permanent 
fund assets in figures only, falls short of stating the real 
assets of the institution. The goodwill of constituents as 
expressed through annual church contributions is an increas- 
ingly valuable asset. 

In cases for which information is available, seminaries re- 
ceiving more than 25 per cent of their current income from 
church contributions, include few that have large endowments. 
They show in extreme cases that the church is paying half or 
more of income up to about $25,000. Conversely, she is paying 
an average of only Io per cent. of a group of incomes that 
average $60,000 and are augmented by invested funds. 


OTHER PERMANENT FUND ASSETS 


Unproductive Endowment 


The assets of seminaries listed as unproductive endowment 
may be itemized as real estate mortgages, stocks, bonds, 
wegotiable notes, real estate, and dormitories. The total 
amount so listed in seminaries of the United States is about 
$3,000,000 (Canadian seminaries report it in only two cases) 
and the amount ranges from $8,000 to $449,000. In the cases 
itemizing this information in the earlier schedule, it was chiefly 
in bonds and real estate, with some investment in dormitories."* 


Funds Subject to Annuities 


Funds subject to annuities by tabulations made of sixty nine 
cases reported in 1918-19 amounted to a sum relatively small, 
$518,000. This amount was held chiefly by the older semi- 
naries, long known to their denominations: Princeton Theologi- 
cal Seminary had $90,000; Western Theological Seminary 
(Pennsylvania) $139,000; Meadville Theological Seminary 
$41,000; Bonebrake Theological Seminary $83,000; Pacific 
School of Religion $23,000; Chicago Theological Seminary 


4 College and University Finance, General Education Board, 1922, pp. 44. 


[197] 











THEOLOGICAL EDUCATION IN AMERICA 


(Congregational) $19,000; Newton Theological Institution 
$18,000; Union Theological Seminary (Virginia) $26,000. 
The other seminaries reporting had small amounts ranging 
from $1,000 to $14,000. 

Of other assets belonging to permanent funds, most semi- 
naries list nothing, though some report uncollected pledges. 


Endowment Per Capita 


For reasons explained elsewhere, it is impossible to com- 
pute for comparative purposes the amount of endowment per 
capita in theological seminaries. This is largely because of the 
unreported contributions to resources received through affilia- 
tion with other institutions. 


Investments 


In the United States, two seminaries say they have no in- 
vestment committee, sixty-six do not reply to the question, and 
the remaining forty-two report that their committees are made 
up largely of business men. 

Only a third of the Canadian seminaries make this report. 
One seminary reports that a Trust Company handles its in- 
vestments. Of the thirty-nine members distributed by occupa- 
tions, 46 per cent. are business men, 23 per cent. lawyers, 15 
per cent. educators, 10 per cent. ministers, the others un- 
designated. 

The average investment committee reported in both the 
United States and Canada has three members. 

Infrequently, there are available printed financial re- 
ports that give clear and definite statements concerning invest- 
ments. The reader is referred to the forthcoming report of 
Union Theological Seminary, New York, and to reports from 
Andover Theological Seminary, Auburn Theological Semi- 
nary and General Theological Seminary. These furnish rec- 
ords which the average institution does not submit to the 
public. Investments reported are chiefly in stocks, bonds, 
and real estate mortgages, with some investments in real 


[198] 











FINANCES AND PROPERTY 


estate. They are broadly distributed both as regards geog- 
raphy and kind of utility and in amount. 


Assets of Plant 


CAMPUS 


Table M, Appendix II, which shows total assets of plant, 
shows in some cases the estimated value of the campus. In 
cities the campus is sometimes very valuable. The South- 
western Baptist Theological Seminary fixes as campus value 
$250,000; Bonebrake Theological Seminary $133,000, Hart- 
ford Theological Seminary $135,000; Drew Theological Semi- 
nary campus which contains Drew Forest is valued at 
$103,000. The value of the campus does not usually amount 
to a fifth of that of the total plant and may be as little as 
I per cent. 


BUILDINGS 


Seminaries that have large enrollments and large endow- 
ments usually have also large investment in buildings. 

In seminaries of the higher financial groups reporting, the 
value of buildings is 75 to 80 per cent. of assets of plant. 
Drew Theological Seminary values its building at more than 
a million dollars; Bonebrake Theological Seminary’s estimate 
is $800,000; Southwestern Baptist Theological Seminary’s 
$450,000. 

In the lower financial group, buildings range from $10,000 
up. The figures reported are usually those of city locations. 

In proportion to size of student body, seminaries have 
more room than is customary in colleges and lower schools. 
The average institution is comfortable. Most of them have 
grounds and fine trees. The buildings display the plan of an 
architect but in upkeep and repair they are below their standard 
in architecture. 

The prevailing architectural style is some variation of the 
Gothic. There are good examples of the Classic, the Colonial 
and early American styles, and English influence is often pre- 


[199] 











THEOLOGICAL EDUCATION IN AMERICA 


dominant. After a waning of these accepted styles in America 
there was an attempt to develop a utilitarian style of public 
school and college building, usually in red brick with departures 
from straight lines, such as turrets, for ornament. The semi- 
nary plants have to a degree shared in this fashion. 

Regional variations induced by the climate and fashion are 
apparent throughout the country. The Classical style is pre- 
ferred in the South while the Southwest and California have 
been influenced by Spanish architecture. Seminaries in large 
cities, when they’ do not develop elaborate plants, frequently 
have buildings in correspondence with the neighboring fashion 
in houses and apartments; Biblical Seminary in New York and 
Pittsburgh Theological Seminary are examples. 

In extreme cases only has denominational feeling found ex- 
pression in architecture. The Church Divinity School of the 
Pacific in the environment of San Francisco has produced a 
distinctive architectural unit unusual in its expression of an 
austere and priestly conception of the ministry. It expresses 
the taste and feeling of the denomination. On the other hand, 
the Swedish Baptists have in Bethel Theological Seminary 
a plant that represents the influence of public school buildings. 

The illustrations following page 202 illustrate present 
conditions. 





INTERIORS 


The expenditure for plan and construction of seminary build- 
ings is large in proportion to the amounts appropriated for 
decorations, landscaping, furnishing and upkeep and repairs.14 
A well-designed, new Colonial building, therefore, may have 
its exterior in grounds as bleak as the prairie and its interior 
cluttered with ill-assorted remnants of furniture accumulated 
through the life of the institution. Also, many seminary 
buildings were devised for other times, when the cost of labor 
and material was on a lower scale. 

The common assembly rooms for meetings and the rooms 
where study is carried on, such as libraries and classrooms, 


™ Cf. appropriations for maintenance. 


[200] 











FINANCES AND PROPERTY 


range from barren and inconvenient rooms to those that give 
the impression of magnificence. Although there are seminary 
students eating from crude dishes in basements, there are 
also some who eat in refectories patterned after the Oxford 
tradition. 

Students’ rooms are almost uniformly comfortable, in that 
they are well lighted and heated, have desks, bookcases and 
comfortable chairs. Sometimes they are beautifully spacious 
with furniture of fine proportion. 

Every seminary has the nucleus of a museum, if it be only 
one copy of a treasured edition of the Bible. John Wesley’s 
table and baptismal bow] are said to be in this country. Col- 
lections from the Orient vary from objects that fill a few 
cases to those that fill several rooms. All of the larger semi- 
naries have representative collections. 


LIBRARIES 


Though the records contain references to the fact that 
books are not accessible and convenient in some libraries and 
that the lighting facilities are not universally adequate, there 
are pictures of simple reading-rooms that are excellent as far 
as material equipment goes and of others that reach the 
standard of the reference library of Western Theological Semi- 
nary at Pittsburgh. 

In libraries, as in museums and elsewhere, age and unique- 
ness are cherished as treasures. The library cites its rare 
Bibles, illuminated copies of famous texts, old manuscripts, 
choice collections of missions and hymnology. Better libraries 
announce many periodicals in both English and foreign lan- 
guages. The valuation of books in a library often does not 
reach g per cent. of plant assets and is, in the lowest cases, 
but a few thousand dollars. Among seminaries of higher 
assets, Hartford Theological Seminary fixes $113,000 as value 
of library books; Rochester Theological Seminary $49,000; 
the Theological Seminary of the Reformed Church $56,000; 
Meadville Theological Seminary, $40,000; Drew Theological 
Seminary $138,000. The Southwestern Baptist Theological 


[201] 








THEOLOGICAL EDUCATION IN AMERICA 


Seminary and Bonebrake Theological Seminary estimate their 
libraries at $8,000 each, or less than 1 per cent. of plant assets. 


CHAPELS / 


Ecclesiastical characteristics can be traced in the seminary 
chapel when they cannot be discerned in other architectural 
features. Some of the chapels in theological seminaries are 
beautiful shrines. Those of the Protestant Episcopal semi- 
naries in particular have developed in accordance with a par- 
ticular tradition of worship and are esthetically satisfying. 
Seminaries of this group use prayer halls or general meeting- 
rooms for student societies, debates, etc. Pictures of mis- 
sionary alumni adorn the walls of such rooms and are frequent 
in the chapels of evangelistical denominations. 


OTHER EQUIPMENT 


The seminary reports include under this head resources, fur- 
nishings, supplies for operating and equipment to be used in 
instruction. The fact that half the seminaries reporting have 
failed to state amounts under this item may indicate that they 
have included furnishings with buildings. Equipment to be 
used in instruction in theological education is made up chiefly 
of books, which have already been accounted for. Drew Theo- 
logical Seminary reports $51,000 of “other equipment’; Mac- 
lay School of Religion $55,000; Rochester Theological Semi- 
nary $29,000; the Southwestern Baptist Theological Seminary 
$295,000—the largest amount recorded. From $1,000 to 
$10,000 is usual. 

There is no information as to the investment of building 
funds, or as to cash on hand for that purpose. 

While data for one year have no general significance, the 
fact may be recorded that assets of 1920-21 were frequently 
increased in 1921-22. Bangor Theological Seminary had a 
$30,000 increase in total resources. Westminster Theological 
Seminary added $47,000 to the value of plant. Xenia Theo- 
logical Seminary added $70,000 to plant and $90,000 to en- 


[202] 





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FINANCES AND PROPERTY 


dowment. Meadville Theological Seminary added $100,000 
to productive endowment. The union of the Divinity School of 
Harvard University and Andover Theological Seminary may 
be equivalent to an increase in funds. The increasing resources 
of the Episcopal Theological School at Cambridge have re- 
cently been discussed in the press.*% 


Current Assets 
INCOME 


In the reports available concerning sources of income, that 
derived from endowment in one group and church contribu- 
tions in another has already been discussed. Tuition (which 
includes fees of all sorts) is but a small element in sources 
of income. 

Tuition in theological seminaries is free save in exceptional 
cases of which the Divinity School of the University of 
Chicago, Union Theological Seminary, New York City, Epis- 
copal Theological School, Cambridge, and Harvard Theological 
School represent the maximum tendency.’* Scholarship funds 
available, in some cases enable a seminary to furnish a part of 
the tuition. However, seminaries usually intend to collect from 
students who do not stay in the ministry, the equivalent of the 
tuition for the three years. 

The financial report of sources of income in the case of 
Columbia Theological Seminary, Columbia, South Carolina, is 
illustrative of the fact that a number of Southern institutions 
are especially dependent on the annual contributions of the 
church. “From endowment $17,183; individual contributions 
$2,758; church contributions $21,298; other sources $791; 
total $42,030”. 

The collection of $21,000—or any smaller sum—through 


% Christian Education, Vol. VI, No. 8, May 1923. Atlantic Monthly, 
Vol. 132, No. 3, September, 1923. 

* Among the church colleges it was estimated two years ago that 39 per 
cent. of the income comes from student tuition. Colleges generally are 
increasing their tuition fees and there is a growing conviction that a larger 
proportion of the cost of a college education should be paid by the person 
who receives the education. 

[203 | 














THEOLOGICAL EDUCATION IN AMERICA 


succeeding years involves the invoking of tradition and the 
forming of intimate personal ties. These human relation- 
ships assume various phases. Martin Luther Seminary, Buffalo, 
New York, writes revealingly in its student paper concerning 
the relation of students and church constituents.15 These 
students pay no tuition. 

At the other extreme, the Divinity School of the University 
of Chicago gets from tuition $43,000. A considerable part 
of this amount is paid by the divinity school in the form 
of scholarships. 

None of the reports available gives income of the previous 
year in a form that permits comparison with those of other 
schools. 

Income from room rent is not large enough to be im- 
portant. It would take many seminaries to equal the $13,000 
so collected in the Divinity School of the University of Chicago. 
In this and other cases reporting, it is not clear that all room 
rent received is paid by students for the ministry. Room 
is free in the average case, and is for rent at a very nominal 
sum in others ; $30-$48 at Oberlin, $1.50-$2.00 a week for each 
student at Gordon College. 

Heat, light and care of room may be free, as is the case 
at Rochester Theological Seminary, may cost a maximum of 
$40 to $50 a year, as is the case at Yale, Boston and Union, or 
may approximate $25 as is the case in Hartford Theological 
Seminary. 

Board frequently costs $6.00-$7.00 per week and is often 
furnished at cost. It is not possible to trace it as a separate 
account of either income or expenditure. 

Many seminaries list income ‘‘from students” without itemiz- 
ing it. When board is not carried as an outside account, 


*“This Christmas again the ‘Milwaukee Men’s Club’ sent cigars and 
chocolate for the students, who appreciated the gift very much. 

“For Thanksgiving we had a goose dinner. The geese came from a 
family in Random Lake, Wisconsin. 

“Before Christmas the Ladies’ Aid of Jackson, Wisconsin, sent a very 
large box of fancy assorted cookies. And from Kirchhayn, Wisconsin, 
a box containing sausages, fruit and nuts was sent by the Ladies’ Aid of 
that Congregation.” 


[204] 











FINANCES AND PROPERTY 


and so indicated (which is rare), there is nothing to guarantee 
that it is not mixed with “other sources’”’ of income. Other 
sources may also contain amounts designated for such purposes 
as student aid or other specified gifts, amounts voted from 
the budgets of colleges and universities, etc. 


EXPENDITURES 


The most important item of expenditure is that for in- 
struction. Administration charges are not large—s5 or 6 per 
cent. when the exaggerated cases are excluded—and it is never 
clear that they may not be involved with the charges of 
instruction. Administrative officers usually teach and there is 
no surety that a deduction proportionate to that teaching has 
been made, 

Fifty-seven cases reported on the per cent. paid for instruc- 
tion. Harvard Theological School, Vanderbilt School of 
Religion, Southern Methodist University, Theological Depart- 
ment and Central Theological Seminary are spending for in- 
struction about 70 per cent. of incomes ranging from $22,000 
to $69,000. <A second group is composed of institutions 
that pay from 66 to 55 per cent. of their expenditures for 
instruction—the expenditures averaging $55,000 and rang- 
ing from $15,000 to $155,000. In this group are three strong 
Baptist seminaries, and all but two of the Congregational in- 
stitutions. In the third group, where expenditures also aver- 
age $55,000 for a range between $12,000 and $120,000, are 
such large seminaries as Boston School of Theology, the South- 
ern Baptist Theological Seminary and Drew Theological Semi- 
nary—also some seminaries of small denominations. 

Garrett Biblical Institute is spending 33 per cent. of 
$158,000; Western Theological Seminary (Pennsylvania), 37 
per cent. of $76,000; General Theological Seminary, 39 per 
cent. of $174,000; Auburn Theological Seminary amd Mead- 
ville Theological Seminary are spending about the same pro- 
portion of $91,000 and $47,000 incomes respectively. In 
some of the cases above it is not clear whether the amount 


[205] 











THEOLOGICAL EDUCATION IN AMERICA 


paid for instruction is exclusive of such projects as community 
schools or religious education, summer schools, etc. 

Except in individual cases, information as to the salaries 
paid seminary professors is not available. As a class they are 
lower than those paid to college and university professors.*® 

Per capita expenses for administration and instruction in 
Congregational seminaries are approximately $900. 

The amount charged by seminaries to promotion does not 
average 4 per cent., with the largest amount 12 per cent. paid 
by the Southern Baptist Theological Seminary, Kentucky. 
Such seminaries as Drew Theological Seminary and General 
Theological Seminary spend less than 1 per cent. Many semi- 
naries report no such expenditure. This is a situation dif- 
fering from that of the college. Colleges have been known to 
spend a quarter to a third of their incomes on publicity. In 
theological seminaries only about this amount is spent for 
maintenance,!* and it is not clear whether this includes main- 
tenance of dormitories. 

Library expenditures are under $500 in all the cases listed. 
as blank. Only in very rare cases does a seminary report no 
current expenditures for the library. Hartford Theological 
Seminary reports this as 12 per cent. of all expenditures. The 
significance of these amounts is lessened by the use of libraries 
with affiliated institutions. 

In theological seminaries, student aid may be obtained either 
through a benevolent agency of the denomination or through 
seminary funds, for as much as two-thirds of the total amount 
of the student’s necessary expense. Virtually all students 
receive some student aid. 

Complicating factors in the administration of student aid, 
together with the fact that student board may not be car- 
ried as an outside account, and if not is likely to be included 





* Tn state institutions full professors received $3,392.00 in 1921-22 accord- 
ing to data of the United States Bureau of Education. In denominational 
colleges, salaries of that year are not known. 

7 Princeton Theological Seminary in asking for new funds states that 
usually for every dollar added for buildings, a dollar should be added to 
endowment. 


[206] 














FINANCES AND PROPERTY 


under “other expenses”, make such an item stand for mis- 
cellaneous factors and render it insignificant. 

Not many comparative statements as to the cost of higher 
education in various fields are available. The expenditures of 
four schools of Vanderbilt University, which indicate the rel- 
ative cheapness of education in law and dentistry and the 
greater expense of work in religion and medicine, are reported 
item by item in the financial report of the university for 
1920-21. 


PER CAPITA COST OF THEOLOGICAL EDUCATION 


The property and permanent funds of theological seminaries 
represent an investment of many millions. 

In 1919-20, the annual cost to society for public elementary 
school work was $39 per child; for secondary school work 
$127; for work in college, university and professional school, 
$466.18 In 1920-21, estimates by forty-five seminaries, based 
on current expenditures only, indicate that the per capita cost 
of theological education ranged from $100 to $5,000. 

Such institutions as Auburn Theological Seminary, Andover 
Theological Seminary, General Theological Seminary, Hart- 
ford Theological Seminary, Oberlin Graduate School of The- 
ology spent an average of $2,000. Rochester Theological Semi- 
nary, Princeton Theological Seminary, the Yale Divinity 
School were spending an average of $1,300. McCormick 
Theological Seminary, Drew Theological Seminary, Garrett 
Biblical Institute, Boston University School of Theology, and 
the Divinity School of the University of Chicago spent be- 
tween $500 and $600. 

The latest data indicate that increases in enrollment have 
lowered general costs. | 

The seminary frequently has a training school or preparatory 
department or enrollment of specials who are college students. 
Conspicuous examples of this tendency have been excluded 
from the computation. In almost no cases, however, can the 


* Bulletin, 1923, No. 16, United States Bureau of Education. 


[207] 











THEOLOGICAL EDUCATION IN AMERICA 


figures be interpreted at face value. They should frequently 
be increased by perquisites; a college or university provides 
campus or buildings or library facilities or instruction or 
maintenance or parts of each. 

Side by side with well known seminaries, in respect to cost, 
were institutions comparatively unknown. Minority beliefs 
are reflected in small enrollment, making the education of the 
few expensive, if conducted with proper facilities. This means 
that the large seminaries of the Methodist and Baptist com- 
munions, which have relatively few seminaries, are more 
effective when measured by the standards of cost than are 
the seminaries of smaller groups. The Protestant Episcopal 
church pays a high price for the maintenance of her intellectual 
standards for enrollments in numerous seminaries having 
fewer than fifty students each. Work for students of foreign 
extraction, and in subordinate departments of college, etc., is 
frequently below accepted financial standards, as well as the 
accepted standards of education. The Harvard Theological 
School in 1922-23 was spending $1,900 a man for work 
largely of postgraduate character. 


ACCOUNTING 


The seminaries affiliated with the Congregational church in 
1918-19, provided records from which the norm of their group 
might have been constructed. In the average denominational 
group, such records are spoiled by the inaccuracy of one or 
two of the members. Accounting methods vary from that of 
the expert accountant employing the latest facilities to the single 
entry daybook and ledger kept in the spare time of a professor, 
or a student working for a scholarship. 

Replies from seventy-two seminaries are to the effect that 
a certified public accountant audits the books annually in fifty- 
five cases. In the remaining seventeen the auditing is done 
by an auditor, a local banker, or a committee of the board 
of trustees. Of the eight seminaries of the Church of England 
replying, all but one employ a public accountant. Congrega- 
tional seminaries usually do so. 


[208] 





























FINANCES AND PROPERTY 


Deficits in current accounts are frequent in theological semi- 
naries but not, so far as is known, more frequent than among 
colleges. Bangor Theological Seminary states that its deficit 
is made up from special contributions; Gordon College of 
Theology and Missions, from church and individual contribu- 
tions; Boston School of Theology, from general funds of the 
University; Harvard Theological School does not specify. 

Budgets made out in advance for the projected work of a 
year are known to be matters of routine in some of the well- 
organized seminaries. Concerning their general use, no in- 
formation is available. 











CuHaAPTER VII 
PROBLEMS 


An effort is made in the following pages to state some of 
the problems that grow out of facts disclosed in this book. 
No attempt is made to give adequate solutions of these prob- 
lems. The solutions will be the possible result of much further 
study on the part of many persons. In this chapter an attempt 
is made, however, to indicate some of the material that must be 
used in arriving at working answers to the questions raised. 
In some cases alternative answers are suggested and in other 
cases educational experience in fields outside of that of the 
seminaries is drawn upon, as having possible value. 


Function. and Organization 
I. WHAT IS A THEOLOGICAL SEMINARY? 


Theological seminaries are defined in Mathew’s and Smith’s 
Dictionary of Religion and Ethics as “Institutions organized 
for the vocational education of ministers in the Christian 
church.” This appears to express the dominant purpose of the ’ 
American seminary. For the attainment of this purpose there 
is a great variety of American seminaries, as there is of Ameri- 
can colleges and universities. 


CANADA 


In Canada three types of theological colleges are in process 
of development : 

(a) There is the private institution not affiliated with a state 
university and not entitled to confer degrees. This type of 
college is rare. 


[210] 

















PROBLEMS 


(b) There are the theological colleges, of different academic 
rank and with differing affiliations with universities, that con- 
cern themselves largely or entirely with “vocational” subjects 
and depend upon affiliated universities to contribute the opportu- 
nities for academic culture. Some of these colleges give 
direction to pre-theological students in the undergraduate work 
of the university. 

(c) A third type is emerging at Montreal where theological 
faculties of the kind just described are being combined organ- 
ically into a single faculty working codperatively in a central 
building. If this may be thought of as one institution, it is an 
interdenominational theological college. 


THE UNITED STATES 


Perhaps most of the institutions of the United States may 
be classified under one of four heads: 

(a) There is the detached seminary, usually identified rather 
definitely with a single denomination. This is generally of un- 
dergraduate rank, although there are some notable exceptions 
to the rule. The small institutions in this group offer a limited 
program of studies and emphasize the value of personal rela- 
tionships in the process of ministerial education. Detached in- 
stitutions, especially those representing strong denominational 
groups, have developed relatively large staffs and extended 
programs, 

(b) Other seminaries are affiliated with colleges. The col- 
leges are usually small. The seminaries may be of undergradu- 
ate or of graduate rank. In aim and method they are often 
similar to those of group (a). 

(c) Many seminaries may be referred to as university semi- 
naries. In the extreme development of this type, as at Chi- 
cago, Harvard, Yale and Vanderbilt, the institution is an 
organic part of the university, is self-controlled and professes 
to carry on its work by the same methods and with the same 
degree of academic freedom that are evident in other depart- 
ments of the university. Other university seminaries, Boston, 
Garrett, Union (New York), and Princeton are more closely 


[211] 

















THEOLOGICAL EDUCATION IN AMERICA 


related to individual denominations or are so called because of 
contiguity, rather than because of organic relation to uni- 
versities. 

(d) A new type of university seminary is emerging, of which 
Drew and Hartford are perhaps the best representatives. 
Neither is contiguous to or affiliated with a university of the 
traditional American type; but both have the conception of a 
highly developed group of graduate schools in a single environ- 
ment devoted to preparation for various phases of religious 
work. Such a university, when developed, will be a theological 
university. 

Two distinct tendencies, growing out of a differing emphasis 
placed upon the basic conception of the church are at work in 
these seminaries. One tendency is to place the emphasis upon 
the divine element in the origin of the church and, to use 
the words of an eminent authority, those holding this view 
“are inclined to think of the historic creeds without fixity of 
interpretation as the unchangeable symbols of the Church’s 
faith, until or unless a united church changes their substance.” 
The other tendency is to place the emphasis upon the empirical 
element in the development of the church, and to uphold the 
view of a continuing revelation, which precludes the fixation 
of creeds. The teaching of the one group emphasizes the 
authority of a final revelation; the teaching of the other group 
emphasizes an unfolding revelation. The emphasis in one 
case is upon the “supernatural” origin of the Church, and 
in the other case upon its “natural” development. These two 
groups are commonly referred to as “conservatives” and 
“liberals.” 

Manifestly, therefore, there is no basis in present thought 
or in experience for a final and authoritative definition of 
a theological seminary. All these institutions have the common 
purpose of assisting men to prepare for their work as min- 
isters of the Gospel rather than as laymen in the church, 
although there is great and increasing variation in the content 
of the term minister. Furthermore, they are inclined to hold 
to the common view that their educational programs should 
include the four fundamental fields of historic, exegetical, sys- 


[212] 














PROBLEMS 


tematic and practical theology. They all subscribe to the belief 
that the fundamental equipment for the work of the ministry is 
spiritual and is based on first-hand knowledge of and experience 
with God and man. 


2. ARE SEMINARIES NECESSARY OR ADVISABLE? 


There is no doubt but that this question is frequently being 
asked by members of the constituency of not a few seminaries. 
There are many things to be taken into consideration in an 
attempt to answer the question. Certainly’those denominations 
in which doctrinal orthodoxy is strictly insisted upon will be 
careful that their ministers are trained to conform closely to 
the ideals of the church. For them, seminaries would appear 
to be necessary since there are no other institutions equipped 
for this sort of teaching. On the other hand, denominations 
that allow greater freedom of thought to their ministers will 
be no less insistent that men be equipped in lines that bear 
directly upon their life service. In either case there appears 
to be as much need for theological training as there is for 
special training for the physician, the lawyer or the engineer. 
But seminaries must fulfill their function if they are to have 
the confidence of the churches. 


3. ARE THERE TOO MANY SEMINARIES? 


The efficiency expert would undoubtedly answer this question 
in the affirmative. He would give a variety of reasons for 
his answer. 

There are universities in the United States on each of whose 
campuses there are in residence more students than in the 161 
seminaries under consideration. Each of these universities is 
conducted as a unit; its various departments are administered 
as organic parts of that unit; it has a single library and labora- 
tory administration, and operates under a single budget. It 
undoubtedly is carried on with greater efficiency than 161 
Separate units can be carried on, each operating alone. 

College executives have agreed that such institutions are most 


[213] 








THEOLOGICAL EDUCATION IN AMERICA 


efficiently conducted as units of from four to five hundred 
students, or multiples thereof, and with from forty to fifty 
faculty members for each unit. 

It is assumed that a seminary should have at least fifty to 
sixty students with from five to eight faculty members, in order 
that the social as well as the individual values of study may be 
secured and the institution may be an economic administrative 
unit. 

The question as to whether there are too many seminaries 
must be answered by the constituencies concerned. For each 
constituency the question raises complications, theoretical and 
practical. There are not only denominational considerations 
but there are geographic, historical and economic considera- 
tions as well as the problems occasioned by different theological 
points of view. Some of the strongest denominations numeri- 
cally, among them the Methodist Episcopal and the Southern 
Baptist, have relatively few seminaries. 


4. HOW SHOULD BOARDS OF TRUSTEES BE ORGANIZED? 


Educational institutions that have seriously considered the 
question are unable to state the “best method” of organizing 
a board of trustees. They agree that no one plan of organiza- 
tion would be suitable for all boards. But there seem to be 
certain guiding principles underlying the organization of boards 
of trustees, whatever the details may be in individual cases. 

It is quite possible for boards to be too large for the definite 
location of responsibility. For this reason some seminaries 
have reduced their board memberships to a small number. 
The numbers reported in this study range from 112* to 
three.2, Members of boards are frequently appointed for rea- 
sons other than that of possible participation in the administra- 


tion of the institution. It is a:worthy ideal that members of 


boards of trustees should in some fashion be working members. 
It cannot be claimed that this ideal is attained either in semi- 
naries generally or in other types of higher institutions. But 
Southern Baptist Theological Seminary, Louisville, Kentucky. 
* Concordia Lutheran Theological Seminary, Springfield, Illinois. 


[214] 


















PROBLEMS 


it is becoming very clear that the meaning of board responsi- 
bility should be interpreted and emphasized. The size of the 
board should have real relation to the effective distribution of 
responsibility. 

Many seminaries would profit by a larger membership of 
qualified laymen on their boards. Laymen selected because of 
large experience in financial matters and because of their repre- 
sentative place in the community, add much wisdom. Along 
with members who are especially equipped to interpret the 
spiritual needs of the seminaries and the churches, there may 
well be men who are accustomed to the solution of complicated 
problems in other fields of human endeavor. Such men are 
frequently well qualified to detect and appreciate the complica- 
tions of seminary control. 

Successful boards have found it advisable to adopt a system 
of rotation in their membership in order that there may be an 
automatic method of clearing the body of inefficient and inactive 
members. 

Seminary trustees would do well to give close attention 
to the studies published by the General Education Board on 
the organization of boards of trustees, the making and spend- 
ing of budgets, and the general prudential management of 
institutions of learning. 


5. HOW SHOULD FACULTIES BE SELECTED? 


A few seminaries make the claim that their institutions are 
committed to the scientific procedure. Such seminaries strive 
to select their faculty members for their scholarship and per- 
sonality and without immediate regard to their denominational 
affiliations or their theological points of view. By such semi- 
naries it is usually assumed that faculties will be made up of 
members with different types of training and representing 





*“Our faith, in reality, like the faith of every honest investigator, 
tests ultimately upon no man’s authority, but upon evidence carefully 
organized, methodically discovered and _ scientifically evalated, and this 
liberty in thought and teaching we hold as a sacred trust.” Dean Shailer 
Mathews, the Divinity School, the University of Chicago. 

[215] 














THEOLOGICAL EDUCATION IN AMERICA 


different methods of approach and that these differences con- 
stitute elements of strength and not of weakness. 

A large majority of seminaries, recognizing, as they do, de- 
nominational affiliations and being committed in the nature of 
the case to the development of denominational leaders, while 
usually seeking teachers of the highest possible scholarship, 
have in mind also their teachers’ standing in denominational 
leadership. In these cases the disposition is to choose men 
who in their treatment of subject-matter and in their teaching 
methods, and in not a few instances in their scholastic train- 
ing, are qualified to interpret the genius of a given denomina- 
tion to students most of whom are of that denomination. 

Some seminaries safeguard the denominational or theological 
point of view by requiring faculty members to take pledges 
that frankly and clearly commit them in advance to definite 
and sometimes to very limited interpretations of truth. Other 
seminaries, while not making definite stipulations in this 
respect, call for a definite pledge of loyalty to well-recognized 
seminary traditions. 

In other words, the seminaries for the most part recognize 
themselves as professional schools founded and perpetuated for 
definite types of training. They are producing a specialized 
product. 

The implication must be guarded against that healthy de- 
nominational loyalty is produced only in the seminaries that 
require of their faculty members a strict denominational 
allegiance. There is much experience to the contrary. Groups 
of men and women belonging to the Society of Friends have 
been enrolled as students for a number of years in one of the 
undenominational seminaries,* and without a single exception 
these students, after completing their professional education, 
have returned to work among the Friends. In the same man- | 
ner, groups of men of the Disciples’ fellowship have attended 
undenominational ® seminaries in different parts of the country, 
and have returned to the pulpits of the Disciples’ church. In 


* Hartford. 
*Yale, Chicago, Vanderbilt, Union, Oberlin, etc. 


[216] 











PROBLEMS 


an increasing number of seminaries under both denominational 
and undenominational auspices, there are many men of many 
denominations and there is no marked disposition on the part 
of the students to change their denominational affiliation as a 
result of their seminary training. One of the most conspicuous 
illustrations of this fact is to be found in the group of semi- 
naries affiliated with McGill University, Montreal. In the Di- 
vinity Hall, where the combined faculties of four theological 
colleges do no less than seven-eighths of their teaching, the 
work is done on a coéperative, interdenominational basis. To 
be specific, a member of the Wesleyan College faculty teaches 
church history to a class composéd of Methodists, Congrega- 
tionalists and Presbyterians, with an occasional member of the 
Anglican Church, and all receive this instruction without 
estrangement from their denominational attachments. 

Cannot more practicable methods be attained for measuring 
the constructive power of Christian teachers than the require- 
ment that they formally subscribe in advance to definite 
pledges? It is certain that the men who take these pledges have 
different attitudes toward the requirement. Most of the men 
are chosen by a process of “natural selection.” Their theo- 
logical views are known by the authorities in advance of their 
call. The pledge makes explicit and formal what has been 
implicit and informal. Such men usually have no objection 
to taking the pledge and probably consider it no interference 
with their right to think. Others, without doubt, take these 
creedal pledges with mental reservations as to details of in- 
terpretation. To some of these the pledge appears to be a 
questionable form which may be an actual hindrance to the 
spirit of intellectual adventure. To such it carries an unwel- 
come assumption of finality. It may be a galling yoke. With 


_ others the pledge is a temptation to insincerity if not hypocrisy. 


There is also the question as to the desirability of the presen- 


' tation in the seminaries of comparative points of view with 


, 


_ the purpose of stimulating independent thinking on the part 


_ of prospective ministers. Each seminary must determine for 


itself whether its methods are justified. 


[217] 








THEOLOGICAL EDUCATION IN AMERICA 


6. WHAT SHOULD THE SEMINARIES TEACH ? 


The answer to this question must also be given in hypotheti- 
cal terms. The preliminary question that must be answered 
is “Which one of the seminaries is meant”? If it is a seminary 
under Episcopal or Lutheran auspices, it will not have the same 
emphases in teaching as if it were a seminary under Methodist 
or Baptist auspices. If it is a graduate school the answer to 
the question, in the nature of the case, must be different from 
that given if the seminary is of undergraduate grade. | 

Obviously, since the seminary is a vocational school, it 
must teach theology. But many divisions of theology have 
developed and today these several divisions have a variety of 


content. If the traditional divisions of theology were adhered _ 


to, the seminaries would teach “natural theology (stating the 
religious truths obtainable by reason) ; revealed theology (set- 
ting forth the truth obtained by revelation) ; biblical theology 


(giving an exact interpretation of the Scriptures) ; systematic © 
theology (expounding the doctrines held by the church) ; and | 


practical theology (dealing with the duties of the pastor and 
preacher ).° 

An attempt has been made in preceding ‘chapters to speak 
of all this material under the four heads of exegetical, his- 


torical, systematic and practical theology. A less technical | 
way of speaking of the standard theological courses would be » 
to refer to Hebrew Old Testament, Greek New Testament, | 


church history, “theology” and homiletics. More recently, in 


schools with greater freedom of election, the philosophy and | 
psychology of religion and intensive courses in the religious — 
aspects of education and sociology have been added. All of | 
this gives some indication of the subject matter of the 


theological program of study. The theological and _philo- 


sophical point of view of those who construct the programs | 
will determine the emphases among these various subjects, the 


material selected for study and the content of that material. 
The ability of the student to carry on this work will depend, 
® 4 Dictionary of Religion and Ethics, edited by Shailer Mathews and 


Gerald Birney Smith, Page 447, Macmillan, 1921. 
[218] 














} 


| 


i} 





PROBLEMS 


however, upon his pre-theological education. If the program 
of study under consideration is that of a graduate school, then 
it is assumed that the student will have brought to the seminary 
a reading knowledge of one or more of the modern languages in 
addition to his own and at least one of the so-called biblical 
tongues; he will have had the general courses offered in the 
first-class college in biblical history and literature; extensive 
training in other great literatures of mankind, particularly 
English literature; some knowledge of the history of phi- 
losophy, of metaphysics, of logic and psychology; he will have 
some insight into the scientific method and some training in 
literary criticism and the use of the historical method. If he 
has not had this fundamental grounding, then in the nature 
of the case the seminary has added to its task the necessity of 
supplementing his deficiencies in so far as it is possible to do so. 
Whatever the type of seminary, under whatever auspices it 
is conducted, upon whatever academic grade the work is carried 
on, the seminary should teach students. The emphasis has 
been very largely upon subject-matter. Knowledge must be 
humanized. 


The Educational Standards of Seminaries 
I. SHOULD THE SEMINARIES BE STANDARDIZED ? 


As has already been indicated, the seminaries are now stand- 
ardized largely by imitation. The question is, shall the semi- 
naries be subjected to the same type of standardization that is 
operating in other fields of American education and which is 
characterized by numerous and powerful standardizing 
agencies ? 

Certain of these newer processes of standardization are 
already operating within the seminaries. Individual founda- 
tions are setting standards for their various types of work. 
The Hartford Foundation offers an excellent illustration in 
its three schools; the Divinity School of the University of 
Chicago has four well standardized programs of study leading 
to the B.D. degree; the Pacific School of Religion has five 


[219] 











THEOLOGICAL EDUCATION IN AMERICA 


groups of work dealing respectively with pastoral service, 
religious education, social service, foreign service and research. 
Seminaries, in increasing numbers, are making such distinc- 
tions. More is being done in all these institutions than merely 
making differentiations. Actual standards in the various fields 
of educational procedure are being self-imposed. 

The State Board of Regents in New York has taken certain 
steps which amount to seminary standardization, and which 
involve most careful scrutiny not only of the work done in the 
seminaries that ask for its supervision but of the work that 
has been done in the colleges and even in the secondary schools 
from which the ministerial students come. It is certain that 
the seminaries cannot ignore the benefits of standardization, 
however much they may be impressed with the dangers of it 
when enforced in mechanical fashion. Many seminaries could 
not now properly be referred to as educational institutions. 
The seminaries that are recognized as genuine educational 
institutions—and there are several of them—do not shrink 
from the application of modern educational standards. Half 
of the theological students of the United States are in the few 
seminaries that approximate accepted educational norms.’ 

Standardization, however, in its formal sense, is not the 
greatest need of the seminaries. It is important that defini- 
tions of various types of institutions and of phases of work be 
formulated and that publicity be given to them. For example, 
the cost of certain definite types of work should be known; 
theological nomenclature should be revised and simplified ; ae 
several seminary degrees should be defined. 

The definition, as a working hypethesis, is a most efficient 
means of educational advancement ; sound definitions set forth 
attainable educational goals. In the light of such definitions 
as may be agreed upon by seminaries themselves, working not 
as now largely in isolation but in codperation with other edu- 
cational agencies, there may be such classifications of institu- 
tions and of types of work as will make it possible to under- 
stand what the seminaries are doing. 





"Christian Education, Vol. III, No. 7, p. 36. 
[220] 








PROBLEMS 


2. HOW MANY TYPES OF SEMINARIES SHOULD THERE BE? 


First of all, there must be clarification of existing types. 
Seminaries have all been in a greater or less degree under the 
spell of certain definite, persistent and too often deadening 
traditions as to organization, program and method. Only as 
they break away from these traditions will the various kinds 
of tasks which the seminary should perform come clearly into 
view. ‘Too often seminary development has been character- 
ized by shiftings and concessions made here and there; by 
subtractions from and additions to the program; by using 
new patches on old garments. Not until quite recently has 
there been frank experimentation in vocational training. 

There must be provision for instruction adapted to students 
of college as well as of university grade. It is not likely that 
many seminaries will be disposed to confine themselves to 
any single type of work on either of these levels. There is 
danger in over-specialization in theological education. But 
if seminaries attempt to carry on their work with a variety of 
emphases in specialization, they should be equipped in personnel 
and with plant. 

A few seminaries recently have undertaken radically to 
overhaul their programs and to reconstruct them. 

The number of types will increase as certainly as the 
number of types of educational institutions increases in other 
fields. There must be seminary development. At present 
there are no seminaries that are avowedly and consistently 
making the training of rural ministers their primary objec- 
tive; there are no seminaries that are preparing men primarily 
and consciously for special types of work in congested city 
districts; there are no seminaries that are devoting themselves 
mainly to research. As the needs of the field become better 
understood and the internal reorganization of the seminaries 
progresses, additional types will develop. With differentia- 
tion of aim and function will come differentiation of or- 
ganism, 


[221] 








THEOLOGICAL EDUCATION IN AMERICA 


3. HOW MAY EDUCATIONAL VALUES BE ENHANCED? 


If the earned degrees of seminary professors be taken 
as a measure of their formal education, they constitute a 
highly educated group. Sometimes a high degree of special- 
ization is evident in fields of knowledge rather remotely related 
to the vital tasks of the minister. Some men engaged in 
teaching have been educated with reference to certain types 
of scholarship rather than with reference to pedagogical ef- 
fectiveness. The earned degree is not a determining measure 
of the functional power of education. A careful discrimina- 
tion should be made between the teaching function and that 
of research. 

There is in many of the seminaries a strong tendency 
toward denominational and institutional inbreeding. It is a 
delicate matter to preserve the proper balance between the 
definiteness of point of view and program which come from 
the inclusion in the faculty of men of one type of training, 
and the broadening effect which comes from the diffusion of 
doctrine and contact with opposing schools of thought. Both 
of these tendencies are manifest in a large number of semi- 
naries. There is no doubt but that the infusion of fresh blood 
into teaching staffs is profitable. 

The introduction of a system of retiring allowances would 
relieve some institutions that are now actually threatened 
with the blight of senility. Agencies for cooperating with the 
seminaries are developing. 

The colleges and universities are finding the policy of sab- 
batic leave valuable in offsetting pedagogical staleness. Some 
of the seminaries are adopting the same device. The short 
term of some seminaries scarcely justifies the ordinary forms 
of sabbatic leave. 

There are unusual demands for research, particularly in 
modern fields of investigation. If research is the “nervous 
system of a university’ ® stimulating every department of it, 
its value in the seminary is incalculable. The seminaries 


*Dr. John M. Coulter. 
[222] 








PROBLEMS 


should be repositories of the latest and most accurate data 
upon which educational, social and industrial as well as re- 
ligious programs for the present-day may be based. 

Then there should be a wide popularization of the semi- 
naries’ enlarging contribution to such literature. 

Seminary faculties might well address themselves afresh to 
the seminary program of study and to the individual student 
curriculum. The time is ripe for the most searching scrutiny 
and readjustment in the light of developing educational tasks 
and enlarging social experience. It has already been pointed 
out that a few seminary faculties have entered seriously upon 
this effort. If carried on persistently this may result in the 
widespread vitalization of seminary programs. 

A simple illustration of the type of work required within 
the present curricula grows out of the existence in many 
programs of study of a multitude of highly differentiated 
courses carrying one or two hours credit, with the attendant 
requirement that the student must carry fifteen hours of work. 
The existence of so many such courses is presumptively a 
serious deterrent to the unity which a curriculum should 
achieve. Seminary faculties would do well to address them- 
selves to the problems of codrdination of subject-matter and 
continuity of study without which unity certainly is impossible. 
Some seminary programs appear to have been constructed with 
a view to providing for a series on many subjects of weekly 
or semi-weekly sermons. 

But it must not be taken for granted that the organizing 
principles of unity are necessarily to be found alone, or 
chiefly, within the present curriculum material. Perhaps 
these principles are in the communities where the churches are 
located. Each seminary faculty should make a study of the 
things its graduates are expected to know, are required to do, 
and in which they need training. These things cannot be de- 
termined by tradition, by the imagination, or pure reason, by 
guess-work or by prejudice. They can be determined only 
by studying the job. 

If seminary teachers are themselves students, and are char- 
acterized not only by intellectual and spiritual insight but by 


[223] 








THEOLOGICAL EDUCATION IN AMERICA 


vital intellectual and spiritual growth, this fact of itself will 
be the surest guarantee that they will awaken in their students 
a desire for scholarly research and continuous study. 


































4. WHAT ARE THE BEST METHODS OF TEACHING? 


As has been pointed out in the second chapter, the prevail- 
ing methods of teaching in the seminaries are the lecture 
method and the textbook method. These methods both pro- 
ceed largely upon the assumption that the end of teaching is 
the imparting of knowledge. There is much justification for 
the use of both of these methods. They are the prevailing 
methods in the colleges and the universities of the two coun- 
tries. | 

If, however, the development of the resourcefulness of stu- 
dents be recognized as of profound significance in the teaching 
process, it would appear that the seminary has unusual oppor- 
tunities to use other methods of teaching also. Indeed, there 
are certain a priori considerations that would lead to the 
expectation of high pedagogical achievement in the seminaries. 
The subject-matter, the theme, the motive, the assurance of 
satisfaction of work well done are unparalleled. 

That the functional methods of teaching have not been 
generally introduced is all the more striking in view of the 
rather successful development of such methods in other types 
of professional and vocational schools. Much work of the 
law school is done through cases, of the medical school 
through clinics, of the engineering school and the teachers’ 
college through projects. In contrast, most of the seminaries 
are slowly emerging from teaching methods that are auto- 
didactic. In a few there is an unfortunate tendency for the 
practice work to have no close relation to the fundamental cur- 
riculum activities. 

Among the social workers considerable progress is now 
being made in the study of cases in need of personal recon- 
struction in their moral lives. Successful methods are being 
formulated for the accomplishment of these tasks. 








° See “Fifty Years of Social Work,” The Survey, June 15, 1923. 
[224] 




















PROBLEMS 


At the University of Oklahoma, to cite another type of 
agency at work along this line, a group of workers is develop- 
ing a course of study and practice of this kind leading to a 
special degree. The problem which these audacious men 
have set themselves is a thorough reorganization of existing 
religious and social studies and the application of scientific 
methods to the task of human reconstruction. 

The task which these social and educational workers are 
approaching is larger than that which in religious terminology 
is called “personal evangelism.” It implies the working out 
of a Christian ethic for the complex moral, problems of 
modern life. It deals with the group and the community as 
well as the individual. It asks: What is the Christian way 
of life for lawyers, doctors, employers, laborers, and 
teachers? 1° 

Science is achieving the physical basis of world neighborli- 
ness ; the new theology must give this new neighborliness spir- 
itual content. Some of the seminaries are working at this 
problem. If any or all of the agencies succeed in solving it, 
a new day will have dawned in the preparation of religious 
leaders, and theology will have become the most vital and 
serviceable of human disciplines. In the light of these re- 
searches the seminaries will come nearer knowing what to 
teach and how to teach it. 


The Enlarging Responsibility of the 
Seminaries 


I. WHAT IS THE RELATION OF THE SEMINARY TO ITS 
COMMUNITY ? 


As is intimated in the sketch of environment which accom- 
panies each seminary described in Chapter VIII, all sur- 


The American Society of Newspaper Editors has recently issued an 
ethic of journalism, containing data valuable for the new theology. See 
also Proceedings of the Conference on Church. Politics, Economics and 
Citizenship, Birmingham, England, and Conference on the Christian Way 
of Life; Association Press, N. Y. 


[225] 














THEOLOGICAL EDUCATION IN AMERICA 


roundings have individuality that contributes to student 
experience. Aspects of environment that are definitely used 
as laboratory material are discussed on page 145. In the 
average case, it is clear that much human and institutional 
material available is not utilized and that observation and 
practicum should be a part of the program in every institution. 
The community automatically provides for the seminary, 
material from which selection may be made. 

The other side of this question is concerned with what the 
seminary does for the community. _ All such institutions have 
presumably some of the spirit of public service. Their build- 
ings and grounds are often beauty spots. Their collective 
influence is on the side of good things. Their professors 
exercise the functions of citizenship and are frequently leaders 
in civic and educational affairs; they preach on Sunday in 
local or outlying churches; they are factors in organized 
church life. The students, in addition to such work as they 
do in aid of the local churches, frequently have contact with 
missions, social agencies and other features of individual and 
collective amelioration. 

Direct contact of the seminary with the environment may 
be through the extension department and through the enroll- 
ment in special courses. The fact that it has a denomina- 
tional environment of national and international scope no 
doubt tends to minimize the seminary’s active participation in 
local affairs. Through the papers of the denomination, the 
national, regional and state conventions, and through contact 
with the membership, there is established a consciousness of 
environment which has little or nothing to do with adjacent 
contacts. 

This is not true to the same degree of colleges or of 
many secondary schools. The rural school has a farmers’ 
day; the secondary school has a community day; the tax- 
supported institution makes elaborate plans to serve its com- 
munity and its state. 

Whether this tendency ought to be magnified by the semi- 
nary, which at present keeps the position of comparative 
isolation, depends on numerous considerations. The first 


[226] 








PROBLEMS 


duty of an educational institution is that it be a good school of 
its kind. In this way the seminary fulfills its duty to the 
student and thereby to the church. If the institution is pro- 
fessional, it should have some practice work for the sake of 
the student. The community becomes the laboratory. The 
seminary is right in not spreading to cover this field except 
where necessary funds are available. 


2. ARE THE SEMINARIES MEETING THEIR RESPONSIBILITY ? 


(a) To Protestant adherents?14 What provision are the 
seminaries making to minister to the 50,000,000 Protestant 
“adherents” in the United States? Is it enough to serve 
them in the crises of life when they seek the sacraments of 
the church? 

Will the seminaries dare to reverse the customary academic 
and scholastic attitude to such an extent that the needs, often 
unanalysed and unexpressed, of this unchurched mass may 
be more fully met? 

(b) To the emotional side of popular religious life? The 
current report of the Rockefeller Foundation suggests that 
neglect of the psychic in favor of the scientific and physical 
aspects of medicine is responsible for the development of 
many fads and cults in healing and must be corrected by a 
broader and more inclusive approach. The seminaries have 
a similar problem. Does the seminary have a method of 
popularizing the religious appeal without resorting to the 
sensational? What is the substitute in most of our churches 
for that art, architecture, music and symbolism, the emotional 
appeal of which is used so effectively by churches of authority 
in interpreting the religious life? What is being substituted 
for the theology of fear, for the emotionalism of the revival, 
for the zest of pioneering? May the emotional part of re- 
ligious life find adequate channels in the social life of the 
congregation and the community, in the manifold forms of 
social service, in missions at home and abroad? 


_™ “All those who in the supreme test of life or death turn to a par- 
ticular communion.” Federal Council of Churches of Christ in America. 


[227] 








THEOLOGICAL EDUCATION IN AMERICA 


(c) In the program of American education? There is no 
particular in which the traditional isolation of the seminary 
displays itself more strikingly than in the field of education. 
Many seminaries could scarcely qualify as educational insti- 
tutions ,since they neither speak the language nor use the 
methods of modern education. As a group of professional 
schools they are unrelated to one another except by the slen- 
derest of threads. The Conference of Theological Seminaries 
and Colleges in the United States and Canada is a first timor- 
ous step toward concert of thinking—not yet of action. 

The faculty members do participate in numerous profes- 
sional and learned societies, but at their own initiative and 
for purposes of individual improvement rather than as repre- 
sentatives charged with authority to reconsider institutional 
programs or participate in the elaboration of cooperative ones. 

_ Certain movements away from this isolation should be 
noted. An increasing number of seminaries are establishing 
vital relationships with colleges and universities. In this par- 
ticular, the Canadian colleges, as a class, lead. The university 
seminaries in the United States belong in this class. At the 
same time there are seminaries located within university en- 
vironment and atmosphere that are virtually uninfluenced by 
the progress of modern education. 

The seminary has a most important part to play in supple- 
menting the work of the American public school. In conjunc- 
tion with other agencies of Christian education, it should make 
its contribution to the week-day and vacation work now being 
developed in many communities and assist’ in other constructive 
experiments. 

The seminaries, as a group of institutions, have far to go 
in relating themselves to the processes and institutions of 
church education. The Conference of Theological Seminaries 
and Colleges has a committee charged with the responsibility 
of suggesting pre-seminary subjects of study to the colleges. 
The planning of such a prevocational course should be the 
joint work of college and seminary representatives. The 
Association of American Colleges has a commission on the 
College Curriculum. The two commissions should work to- 


[228] 














PROBLEMS 


gether. The seminaries should have the machinery and the 
habit of working with other institutions of higher education. 

The recent growth of Bible schools and religious training 
schools, which in the aggregate now enroll as many students 
as all the seminaries, is an indication that the seminaries have 
not occupied the field of ‘theological’ education. The 
churches are demanding many new types of workers. The 
question of the attitude which the seminaries are to take to- 
ward the whole problem of training for Christian leadership 
is an acute one. 

In some of the denominations the seminaries are related to 
the church boards of education, although in few instances has 
the participation been active and reciprocal. The seminaries 
should be included as part of the interest and concern of the 
church boards, societies and associations. The same con- 
sideration should be given to the seminaries by the appropriate 
agencies of the church as is now given to the schools and 
colleges, along the lines of program building, educational and 
religious supervision and financial support. The Council of 
Church Boards of Education might well have a seminary 
secretary as it now has a university secretary. The processes 
of investigation, of codrdination and codperation should be 
continuous. Such developments as these await the initiative 
of the seminaries. 

(d) In interpreting science? Some of the seminaries are 
virtually untouched by the progress and method of science. 
They are conducted on the assumption that science and re- 
ligion occupy mutually exclusive fields, if they are not indeed 
in actual conflict. In others a scientific view of the world is 
taken for granted but little effort is made to enlarge the 
conceptions of theology so as to include the remarkable ad- 
vance of scientific knowledge and to arrive at a unified world. 
There is an increasing number of seminaries that are formally 
committed to the scientific procedure, whose teachers know 
and speak the language of science, use its methods in the 
classroom and the laboratory, and undertake to interpret the 
life of the individual, the community and the world in terms 
of principles found in harmony with scientific theories and 


[229] 











THEOLOGICAL EDUCATION IN AMERICA 


discoveries. In the hands of such teachers science becomes 
an ally of religion, deepening and clarifying insight and con- 
firming faith. It is joyfully recognized as a way to truth. 

The questions may be raised whether the negative attitude 
of many of the seminaries toward science is due in part to the 
traditional requirement of the classical subjects for seminary 
admission, and whether the pre-seminary requirements in the 
future may not include the sciences. Is there an essential 
reason why the student with the scientific bent may not look 
forward toward the ministry? Or is the reason that has kept 
him out merely accidental? 

(e) In interpreting democracy? The expansion of the 
spirit of democracy is a startling phenomenon which the 
typical seminary has not taken into account. Rare seminaries 
are beginning to appreciate the relation of the churches to the 
problems of society. ‘ 

Shall the seminaries be content with the popular judgment 
that the churches which they serve are committed to the tra- 
ditional views of the “employer class,’ or at best are but on- 
lookers in the struggle of men for social justice and human 
understanding? Is there a practical, present-day exposition 
of what men should render to Cesar as well as to their fellow- 
men, with which the student-ministers should be familiar? 
Should the churches be allies of the government in its efforts 
at law enforcement and all forms of social amelioration? 
Shall the seminary develop citizens of the world? What con- 
stitutes the Kingdom of Heaven? Is it made up of elements 
entirely “other-worldly” in character? 

Some thousands of the captains of industry, ‘under the 
leadership of outstanding Christian laymen, have undertaken 
to outline the future commercial policies of the United 
States.1? They appeal for the “square deal’, for righteous- 
ness, for honesty, for the spirit of service in business. 

In the same manner, the bankers, the newspaper editors, 
the theatrical producers, the diplomats, as well as the labor 
unions, the socialists and the college students are formulating 





™4See The Nation’s Business, 1918. 


[280] 




















PROBLEMS 


statements intended for what they believe to be ethical, if not 
religious, guidance. 

Democracy may well become, indeed is becoming, !a ve- 
hicle at the command of those who would extend the gospel of 
Christ to the uttermost parts of the earth. 

If'what Mr. Bryce said is true, that “history testifies that 
free governments have prospered only among religious 
peoples”, the seminary has an inescapable obligation to train 
men who are to occupy places of commanding influence in 
the achievement among men of the New Democracy. 

(f) ‘In their financial administration? The typical semi- 
nary gives free tuition.1* This is part of a complicated social 
situation. Education given by the government and by the 
state is free; education given under private auspices in the 
college field is about two-thirds free. Our characteristic form 
of educational development has been by subsidizing—the donor 
giving so much on condition that the recipient give so much. 
The federal and state grants and grants from private agencies 
are upon this basis, as are also many of the developments of 
home missions. The Report of the General Education 
Board for 1921-22 contains new plans for the subsidizing of - 
medical students. The seminary, in providing free tuition, 
simply says to the student in behalf of the church—“You give 
yourself and the time, I give the opportunity for training.” 

The bibliography of theological education is full of attacks 
and defences of free tuition which has evidently been an issue 
during many years. Those who make the issue believe that 
free education may be given on terms that enable the denomi- 
nation to exact too much in return. Briefly, they believe that 
in free tuition the church is desiring to perpetuate bad em- 
ployment economics, and they feel that the arrangement for- 
feits the student’s right to freedom of thought. 

In regard to the employment side, it is well known that the 
ethics of the minister’s position do not permit him to bargain 
for salary; that he habitually accepts conditions as he finds 
them; and that the salary of the average minister is small. 


™ Those institutions that make tuition charges have granted scholarships 


liberally. 
[231] 











THEOLOGICAL EDUCATION IN AMERICA 


As to the right of freedom of thought, the question has 
serious foundation. All education accepted under any au- 
spices gives hostages to fortune; it makes habit, loyalty and 
tradition which bind the mind. Theoretically, seminary edu- 
cation demands, in addition to all this unconscious atmospheric 
influence, precise pledges to a particular way of thinking and 
prepares for permanent vows of the same kind. 

It is desirable for all students to pay for their special oppor- 
tunity financially as well as otherwise to the utmost of their 
ability. This applies to theological students. Other than that, 
the specific adjustment clearly depends on the attitude of the 
individual seminary and of the individual student. Free 
tuition may be used in such a way as to be highly immoral. It 
may, on the other hand, be merely irrelevant, a trifle in a larger 
context. 

Free tuition for the student accentuates the responsibility 
of the seminary to the members of the faculty. Income from 
endowment or current funds that goes into scholarships can- 
not go into salaries. The state opens the public schools to 
the children without money and without price and pays the 
teachers their full salaries. If the church operates a system 
of education—schools, colleges, seminaries—it must pay the 
price. In our modern education, the price is a large one. 

The burden upon the seminaries is unusually heavy because 
of considerations mentioned. Endowments must be relatively 
larger rather than smaller if endowment income is to be used 
for other purposes than salaries. As a matter of fact not 
many seminaries are heavily endowed. Nor has the habit of 
annual contributions from the seminary constituency usually 
been very much developed. Ideally, these contributions on a 
voluntary basis should flow into the seminary treasuries as the 
taxes flow into the treasuries of the state schools. The 
church’s responsibility for her schools has not been fully 
realized, much less met. 

Meantime, the plight of many seminary professors is most 
serious. If they depend on their salaries, they do not have 
the ordinary physical comforts of life. They work under 
deprivations which are generally unknown and which the 


[232] 














PROBLEMS 


church probably would not allow, if the facts were set forth. 
Despite the notoriously low salaries of ministers, many semi- 
nary graduates receive first appointments at salaries consider- 
ably in excess of those drawn by the professors with whom 
they have studied. The churches should know the cost of a 
seminary education and should pay the bill. The seminaries 
have not given the churches the necessary facts. No doubt the 
churches in return will have something to say about the values 
for which they are asked to pay. 

The seminaries should be equally frank with reference to 
their expenditures. It is next to impossible to get accurate 
information as to the financial management of many semi- 
naries. The seminaries have not, as a group, emphasized the 
necessity of clear and accurate reports. Apparently they do 
not know how their money is spent. If they know, they do 
not tell. The books of a large number of seminaries need 
overhauling, and modern methods of accounting need to be 
introduced. Many financial reports are well-nigh worthless 
because of flagrant inaccuracies. There are a few seminaries 
that persist in refusing to publish financial reports. They 
fail to recognize their obligation to the community as public 
service corporations. Their attitude is that it is none of the 
public’s business. Sooner or later the laws of all the states 
will require a public accounting from the corporations au- 
thorized to do business within the several jurisdictions. It 
ought not to be necessary for the law to step in and require a 
theological seminary to render an account of its stewardship. 

(g) In their contribution to Christian unity? As a group 
of schools they certainly are not contributing to unity, how- 
ever much individual seminaries may hold to that ideal. There 
is great diversity in the seminary product. There is ground 
for fear that the influence of some of the seminaries goes 
deeper than this and tends toward divisiveness. Denomina- 
tions, Occidental in origin, partly through the influence of 
seminaries, are being perpetuated even in Oriental countries. 
As the seminaries are frequently the bulwarks of special doc- 
trines, this is not surprising. The question is, shall we look 
to the seminaries for leadership in finding the answer to the 


[233] 








THEOLOGICAL EDUCATION IN AMERICA 


Master’s prayer that they all may be one? Or, shall we look 
elsewhere? 

(h) As agencies of recruiting? It is certain that the ad- 
ministration of the seminary does not directly bear the main 
responsibility for recruiting for the ministry. Recruiting is 
primarily the business of the home, the pastor, and the church 
as a social group. This means that the seminary alumni have 
a large share of responsibility. The secondary responsibility 
rests upon the various agencies of religious education, as the 
church school (Sunday school), church boards usually work- 
ing through recruiting agents, camps, conferences, the college, 
the seminary, the university and the public school. Students 
in training, when properly selected, are among the most suc- 
cessful “recruiting agents.” 

The seminary—faculty and students—may well promote 
the preparation of literature on the ministry and engage in 
the public presentation of the rare opportunities which it af- 
fords. The seminaries might well issue a series of pamphlets 
setting forth the possibilities for service of various types of 
churches. The rural church should receive especial empha- 
sis in view of the rural source of most ministers and “the 
tendency among preachers to settle in comfort in the cities”, 
as observed by Francis Asbury as far back as 1771. The 
National Research Council, through Open Letters to College 
Seniors and Career Bulletins, has called the attention of young 
people to the opportunities in the world of scholarship and in 
such fields as agriculture, anthropology, chemistry, civil engi- 
neering, geography, geology, medicine, psychology and zool- 
ogy. All this is a work of both education and recruiting. 
Recruiting cannot be done by wholesale methods. Such proc- 
esses do not give results that are satisfactory. Under unusual 
conditions, no doubt, the seminary may carry on recruiting 


work with the intimacy of personal appreciation demanded by 


the nature of the job. 

The facts set forth in Chapter V show that the problem 
of securing a sufficient number of candidates for the ministry 
‘s not so critical as is sometimes thought. The main problem 
is not one of adequate numbers but of high quality. In so 


[234] 



























PROBLEMS 


far as representatives (faculty and students) of the seminaries 
magnify the office of the minister in terms that will appeal to 
our best young men, they may make a most valuable contri- 
bution to the work of “recruiting.” But the key to the situ- 
ation is held by parents and pastors, by those who have the 
privilege of intimate acquaintance and confidence. In not a 
few of our Christian communions the supply of possible 
ministers thus secured is quite equal to the demand. 

It must not be assumed that the number of “vacancies” is 
a safe criterion as to the demand for ministers. A place may 
be listed as a vacancy which is either a “lost cause’, or which 
does not pay a living wage. There should be the same careful 
study of the “demand” as is here urged for the supply. 


3. ARE THE SEMINARIES CENTERS OF INTELLECTUAL AND 
ETHICAL POWER? 


There are evidences that goodness rather than intelligence 
is often held up as an end of theological teaching. With 
rare exceptions the seminaries are not conspicuous as centers 
of scholarly pursuits. Students are usually not admitted 
on the basis of scholastic attainment. Acquaintance with the 
scientific, the historical, the philosophical, and the critical 
methods, recognized in other quarters as indispensable tools 
of scholarship, are only in rare instances prerequisites of 
theological study. There is not ordinarily insistence upon 
high intellectual achievement as a primary qualification for 
effective service. 

And yet the minister is to cast out fear and enlarge op- 
portunity. He is to proclaim the truth even if it “rob the 
altar of its sacrifices and the priest of his mysteries.” He 
is to interpret the will of God; and he is to do this in an 
age that is confronted with a confusion of facts and ideas and 
ideals thrown up by scientific investigators and by social revo- 
lutionists, for which human experience has no parallel. 

For this task creative minds are required. To rethink this 
enlarged world and to comprehend and proclaim the old gospel 
in terms of new and more complicated human relationships, 


[235] 











THEOLOGICAL EDUCATION IN AMERICA 


is a task for intellectual adventure of the highest order. The 
minister needs to think straight. He has “the moral obliga- 
tion to be intelligent.” 

The “goodness” of some of the seminaries is a specialized 
kind, not always recognized by the man in the street; a 
goodness achieved by the literal acceptance of precepts often 
made for other times and people. In these seminaries it is 
characterized by “soundness” of doctrine. It is arrived at 
frequently after a series of negations. It is a detached 
goodness. 

In some seminaries, knowledge is merged with motive and 
act. These seminaries recognize the obligation to hold the 
three together as one in their teaching processes. They at- 
tempt to assist the prospective minister in idealizing and in 
realizing a character united with conduct and expressing an 
ordered mind. For the attainment of this unity of the in- 
tellectual, ethical and practical elements of equipment, some 
seminaries guide their students to the well of water that 
springs up into everlasting life. They teach that only with 
this equipment may the student confidently go forth among 
men as a physician of souls. Religion, then, becomes of all 
things the most vital. It is not confined in breadth: it is 
unsounded in depth. It is the abundant life. 

It is a fair question whether the seminaries, as a group of 
schools, are centers of intellectual and ethical power. 


4. ARE THE SEMINARIES NEGLECTING THE PROPHETIC GIFT? 


There is general agreement even among those immediately 
responsible for the seminaries that very largely they are. The 
disproportionate emphasis on the past, and the theoretical view 
of much of the curriculum material, assists in strengthening 
the status quo. The stipulation of creeds and oaths of al- 
legiance to special doctrines that are found in many semi- 
naries, contribute to the same result. The didactic if not dog- 
matic methods of teaching, which are very prevalent, tend 
to emphasize in the student’s mind the authority of men. 
Prophetic preachers may be spoiled through theology if that 


[236] 








PROBLEMS 


theology is after the tradition of the elders and not after 
Christ. 

On the other hand, men undoubtedly are going in streams 
into the seminaries, and after three or four years’ work going 
out into the churches, with transforming power because they 
have received a new vision and have been free to pursue it. 
They feel the urge of Christ’s message and the adaptability 
of that message to their own disturbed age. Prophets are 
men who have had a first-hand experience with God and who 
have the courage to proclaim the truth that has been delivered 
to them. The seminaries that make possible this experience 
and that assist in developing this courage, are not failing “to 
produce a prophetic ministry.” After all, it is not so much a 
question of curriculum subject-matter as it is a question of 
spiritual contacts. Some seminaries are attempting to prevent 
spiritual short-circuiting. They make central contacts easy. 


[237] 











CHAPTER VIII 
ONE HUNDRED SEMINARIES 


The present status of theological education in the United 
States and Canada, in so far as it can be expressed in brief 
description of individual institutions arranged alphabetically 
by cities under states and provinces, is presented in the follow- 
ing account. These statements are intended to speak in “terms 
of fact not promotion” and each seminary was asked to edit 
the material with corrections bringing it down to date! and 
“to indicate emphases which will afford a true picture and to 
add what you consider the distinctive features of your 
school.” The original material from which these abridged 
statements were drawn has been approved for publication by 
every seminary concerned. 

The selection for these statements has been made almost 
at random from 140 seminaries that cooperated in the study. 

Size and money have not been the determinants. Every 
institution is important to someone; small and comparatively 
unknown institutions are representative of the thinking and 
religious expression of given denominational groups. That 
some of these seminaries have no money; that others have 
almost. no students, that many represent minority opinion 
does not take away their significance. On the contrary, their 
point of view is a necessary and important unit in studying 
the field of theological education. 


CALIFORNIA 


AT BERKELEY 
BERKELEY BAPTIST DIVINITY SCHOOL 
PACIFIC SCHOOL OF RELIGION 
PACIFIC UNITARIAN SCHOOL FOR THE MINISTRY 


* February, 1923. 
[238] 











ONE HUNDRED SEMINARIES 


Berkeley is a residential city of 56,036 sharing the dra- 
matic, musical and educational life of the University of 
California; across the bay are the multiple interests of San 
Francisco with its face toward the Orient. 

There is an interchange of courses between the three semi- 
naries* and the University of California. Students desiring 
Hebrew elect it in the university; and work in education, 
sociology, philosophy, history and other departments is recom- 
mended to students in the various schools. 


BERKELEY BAPTIST DIVINITY SCHOOL 


Baptist Northern Convention. President, Claiborne Milton 
Hill, M.A., D.D. | 


Organized in 1889, the school was opened in 1890 at 
Oakland. In 1894 work was suspended. It moved to 
Berkeley in 1904 and began instruction in 1905 as the Pacific 
Coast Baptist Theological Seminary. In 1912 the articles of 
incorporation and by-laws of California College were amend- 
ed, transferring the institution to Berkeley under the name 
of Berkeley Baptist Divinity School. In 1915 the work 
of the Pacific Coast Baptist Theological Seminary was trans- 
ferred to the Berkeley Baptist Divinity School. 

Membership in a Baptist church is required of trustees. 
The nomination of members is by ten Pacific Coast Baptist 
conventions; the election by the board. There are seventeen 
ministers and twelve laymen. 

There are four full-time and four part-time faculty mem- 
bers, including an administrative officer, three professors and 
four instructors. There are also three lecturers. Profes- 
sors are expected to be loyal to the fundamental truths held 
by the Baptists. 

There were, in 1922-23, twenty-seven regular students, all 
Baptists. Thirteen had college degrees and eleven others had 
college training. Of nine special students six were from 
colleges. 


*San Francisco has a fourth seminary the Church Divinity School of 
the Pacific. (Protestant Episcopal.) 
[239] 











THEOLOGICAL EDUCATION IN AMERICA 


College graduation is required of candidates for the B.D. 
degree. Three years residence, with eighty-four units of 
work, of which sixty-five are prescribed, and a thesis of not 
less than 6,000 words, are required for graduation. Those 
not college graduates receive a diploma on completion of 
the above work. 

The campus is a corner valued at $25,000. There are 
four buildings: a small dormitory; a large club house; a new 
brick and concrete structure combining dormitory, recitation 
administration and library buildings; and the president’s 
house. The library contains about 4,000 volumes. 

Plant and equipment are valued at $154,600; productive 
endowment $108,054; unproductive endowment $8,000; 
funds subject to annuities $13,000 (included in above) ; cash 
in bank $1,966; total assets $272,620. 

Expense (1921-22); administration and instruction $o,- 
829; promotion $615; maintenance $1,855; library $166; 
student aid $750; other $1,450; total $14,665. 

Income: (1921-22); from endowment $3,925; tuition 
$180; individual contributions $809; Northern Baptist Con- 
vention $30,666; state conventions $6,839; other sources $6,- 
008; total $48,427. 

The divinity school has a limited fund for beneficiary aid. 


PACIFIC SCHOOL OF RELIGION 


Undenominational. President, Herman Franz Swartz, 
MES Coney 


The school was chartered in 1866 and opened in San Fran- 
cisco, later moving to Oakland. In 1go1 it moved to Berkeley. 
In 1912 changes were made in the by-laws enabling it to 
draw faculty and trustees from other denominations as well 
as from the Congregational. In 1916 the present name was 
adopted. 

The board of trustees is composed of nine ministers and 
eleven laymen. 

The faculty is made up of eight professors including the 
president, five lecturers, a librarian with three trained as- 


[240] 











ONE HUNDRED SEMINARIES 


sistants and a secretary to the president. Membership in 
some evangelical church is required. 

In 1921-22 there were thirty-eight students, of whom six- 
teen were Congregationalists, the others representing nine de- 
nominations. Twenty-eight had college degrees, eight others 
had college training. 

College graduation or the equivalent is required for the 
regular course leading to the B.D. Eighty-four units are re- 
quired for graduation. There are five groups of study, each 
offering preparation for a specific field; pastoral service, re- 
ligious education, social service, foreign service and research. 
Fifty-one units are prescribed for all students, about ten 
more are prescribed within each of the groups; of the twenty- 
three electives, fourteen in addition to Hebrew may be taken 
in the University of California. 

Students fulfilling the above requirements and presenting 
a satisfactory thesis (for which two units credit may be al- 
lowed) receive the B.D. Students not candidates for degrees 
receive diplomas on completion of the course, or certificates 
of work done. The M.A. is given to college graduates who 
complete forty-four units and a thesis; the S.T.M. for a year’s 
work beyond the B.D. 

At present there is one frame structure containing dor- 
mitories, classrooms and offices; also a caretaker’s house and 
another residence. A new site of four acres adjoining the 
university campus has been purchased and funds for new 
buildings are being raised; a library building costing $100,000 
is being erected. The library contains 30,000 volumes. 

The plant and equipment are valued at, $205,000; pro- 
ductive endowment $665,500; unproductive endowment $24,- 
000; funds subject to annuities $16,500; total assets $911,- 
000. Expenses (for year ending March 1921) ; administra- 
tion $2,934; promotion $1,609; instruction $31,410; main- 
tenance (plant and equipment) $6,482; library $2,372; student 
aid $3,348; other $1,771; total $49,926. 

Income: from endowment $41,903; tuitions $153; indivi- 
dual contributions $200; church contributions $423; other 
sources $815; total $43,494. 

[241] 











THEOLOGICAL EDUCATION IN AMERICA 


Scholarships ranging from $200 to $280 annually are as- 
signed on the basis of a certain amount of prescribed practical 
religious or social work. The student often receives addi- 
tional remuneration from the organization he serves. The 
Congregational Education Society grants about $75 a year 
each to worthy applicants. 


AT SAN ANSELMO 
SAN FRANCISCO THEOLOGICAL SEMINARY 


Presbyterian U.S.A. President, W. H. Landon, D.D., 
LED; 


The seminary is situated in a secluded spot several miles 
from San Francisco. 

The institution was opened in 1871 in San Francisco; the 
present buildings were erected at San Anselmo in 1892. 

There are eight full-time and three part-time faculty mem- 
bers. 

The enrollment is ninety-three, including five mission-course 
and thirteen special students. Six denominations are repre- 
sented, Presbyterians predominating. 

A baccalaureate degree or a special recommendation from 
an ecclesiastical body is required for admission. 

Thirty-six semester hours a year are required in the de- 
gree course, thirty-four in the course leading to the English 
diploma. Twenty elective courses are permitted. 

The candidate for the B.D. must hold the A.B. and must 
have completed 108 semester hours, as above. The degree 
of S.T.M. is given for twenty units of credit above that 
required for the B.D. This work may be done partly by 
correspondence. 

There are three main stone buildings. One, a three-story 
structure, is a dormitory; one contains classrooms, offices, 
assembly hall and library; the third is the chapel. There is 
also a wooden gymnasium. 

The plant and equipment are valued at $971,433; endow- 
ment $725,888. Total income $50,389; disbursements $55,- 


[242] 








ONE HUNDRED SEMINARIES 


799. Additional endowment of $16,300 was received during 
the year. 

The maximum amount of aid from scholarships of the 
seminary or from other funds is $100 per annum. 

Special training for the country church is to be given in 
future. A community house has been erected to serve as a 
demonstration country-life parish, and a seminar with prac- 
tical work at this church will be given in 1923-24. 


COLORADO 


AT DENVER 
ILIFF SCHOOL OF THEOLOGY 


Methodist Episcopal. President, Edwin Wesley Dun- 
lavy, D.D. 


The social problems of ‘an agricultural and mining state 
are crystallized in its great manufacturing city, Denver, with 
a population of 256,491, of which 15 per cent. is foreign- 
born. 

The school was opened in 1892 as a department of the 
University of Denver; but closed eight years later because of 
inadequate endowment. In 1903 it was chartered as a sepa- 
rate institution and opened in 1910. The campus adjoins that 
of the university. While opened on a Methodist foundation, 
it was provided that courses in church polity be given from 
the point of view of any one of the greater denominations 
as fast as there should be demand. 

The Colorado Annual Conference elects members of the 
board of trustees, choosing either the nominee or the alter- 
nate suggested by the board. In case of failure to elect either, 
the board is free to elect. There are two bishops, seven 
ministers, sixteen laymen and one woman on the board. 

The faculty consists of six professors and two instructors. 
All except one are ministers. They are responsible to their 
conferences as other Methodist ministers are. 


[243] 












THEOLOGICAL EDUCATION IN AMERICA 


Of the 103 students in 1921-22, 102 were from colleges, 
forty-six with degrees. The enrollment for 1922-23 was 
126, representing twelve denominations and thirty-six states 
and countries. 

A baccalaureate degree is required for admission to the 
B.D. course; but students without the degree who show evi- 
dence of equivalent preparation may become candidates by 
special action of the faculty. High-school graduation admits 
to the other courses. . 

Ninety-two semester hours are required for the degree, 
eighty-eight for graduation with the diploma. Greek and 
Hebrew are not required in either course. The system is 
changing to a group-elective plan. At present, courses are 
provided in the polity and program of the Presbyterian church 
and of the Disciples church as well as of the Methodist. 
There is a department of rural work. A two years vocational 
course in religious education, for which students prepared for 
college are eligible, is advertised. Those who have the ACB. 
may receive the degree of Bachelor of Religious Education on 
completion of this course. Students may take courses at the 
University of Denver at half the regular cost. 

In addition to the B.D. and the B.R.E., the school confers 
the degree of Master of Theology, for a year of graduate 
work, on those already holding the Bachelor’s degree in arts 
and in theology. 

The campus consists of ten acres. There is a modern 
three-story building used for administration, chapel, library 
and classrooms; also two dormitories and the residence of 
the president. The library contains about 20,000 volumes. 

Plant and equipment are valued at $221,000; productive 
endowment $287,228; total assets $508,228. Expense: about 
$27,000. Income: from endowment $18,800; tuition $820; 
individual and church contributions $1,237; other sources 
$3,000; total $23,857. 

Loans of not to exceed $150 a year may be had from the 
Board of Education of the Methodist Episcopal church. The 
school possesses a fund from which temporary loans may be 


[244] 

















“ONE HUNDRED SEMINARIES 


obtained, and a limited scholarship fund is available for 
students not acting as pastors. 


AT GREELEY 
COLLEGE OF ST. JOHN THE EVANGELIST 


Protestant Episcopal. Dean, B. W. Bonell, M.A., D.D. 


Greeley is a manufacturing city of 10,958, with a foreign- 
born population of 10 per cent., and is the site of Colorado 
State Teachers College. 

The College of St. John the Evangelist was founded in 
IQII and incorporated in 1917. 

The institution is controlled by a board of trustees com- 
posed of the dean, seven bishops and the chancellor of the 
diocese of Colorado. 

There are four full-time and seven part-time faculty mem- 
bers. The number of teaching hours per week is twelve to 
twenty. Faculty members must be Episcopalians. 

There were twenty-three students in 1921-22, all except 
one Episcopalians. Three had the A.B.; two were from other 
seminaries, the remainder from high schools. Twelve states 
were represented. At present there are twenty-two students 
in residence. 

High-school graduation is required for entrance. For 
graduation with the A.B., four years’ work is required. Col- 
lege subjects are taken at Colorado Teachers College, theologi- 
cal subjects at the College of St. John. The B.D. signifies 
A.B. from an accredited college, graduation from ,St. John’s 
College, a year’s post-graduate reading and a satisfactory 
thesis. 

The campus consists of ten acres within the city limits. 
There is a three-story building, newly erected, and a second 
one will be built in the summer of 1923. The library con- 
tains about 4,000 volumes. 















THEOLOGICAL EDUCATION IN AMERICA 





CONNECTICUT 


AT MIDDLETOWN 
BERKELEY DIVINITY SCHOOL 


Protestant Episcopal. Dean, William Palmer Ladd, M.A.; 
jeOI BEERS EPID) 

The school is pleasantly located in an old New England 
university and manufacturing town of 13,638, surrounded by 
farming country. It is a continuation of a theological de- 
partment of Trinity College, Hartford, founded in 1849. 

The board of trustees is self-perpetuating; but three mem- 
bers are elected annually by the alumni. There are three 
bishops, ten priests and five laymen. 

The faculty is composed of four full-time professors and 
three lecturers. 

A college degree, or candidate’s papers from a bishop, is 
required for entrance. In 1921-22 there were eleven regular 
students of whom ten were Episcopalians. Three were from 
Connecticut, two each from New York and Pennsylvania, 
one from each of four other states. Six had college degrees 
and all of the others had some college training. 

Of the total number of hours, seventy-two are prescribed, 
including a course on present day social problems and one in 
religious education. There are elective courses on radical 
social reformers and the church and country life; there ‘is 
also practical study of actual religious and. , philanthropic 
work. Work in the rural districts is stressed. Graduate 
courses in Wesleyan University are available. 

Those completing the course receive diplomas, others certi- 
ficates of work done. The B.D. degree is not conferred in 
course, but for a special thesis. 

There are a main building, a dormitory, a chapel, a re- 
fectory and a library. The library contains about 30,000 
volumes. 

Plant and equipment are valued at $86,000; productive 


[246] 








ONE HUNDRED SEMINARIES 


endowment $340,000; unproductive endowment $200,000; 
total assets $626,000, less liabilities $8,000; net assets $618,- 
000. Expense: administration $2,000; instruction $14,695; 
maintenance $7,432; library $434; student aid $2,506; other 
$1,010; total $28,077. Income: from endowment $20,292; 
tuition $928; individual contributions $5,435; total $26,- 
655. 

A limited number of scholarships are available; grants and 
loans may be obtained under certain conditions from various 
societies of the church. 


AT HARTFORD 
HARTFORD THEOLOGICAL SEMINARY 


Undenominational. President, William Douglas Mac- 
kenzie, M.A., D.D., LL.D. 


Hartford is a manufacturing and commercial city with a 
population of 138,036, about 35 per cent. of which is foreign- 
speaking. Trinity College is in the same city. 

Incorporated in 1834 as the Theological Institute of Con- 
necticut at East (now South) Windsor, the institution moved 
to Hartford in 1865. In 1913 the school was reincorporated 
as part of the Hartford Seminary Foundation, which includes 
also the Hartford School of Religious Pedagogy and the Ken- 
nedy School of Missions. 

The board of trustees, which is the same for all the schools 
of the foundation, consists of not fewer than twenty-four 
nor more than thirty-six members, one-third elected each 
year. Three may be elected by the graduates of the schools 
and nine by the Pastoral Union; the remainder by the trustees. 
A copy of the “Statement of Faith which is affirmed and 
adopted as the basis upon which the institution is founded” 
must be sent to each nominee. The present board is made up 
of seventeen ministers, six of whom are in executive or edi- 
torial positions, and seventeen laymen. 

There are thirteen full-time and twelve part-time faculty 


[247 | 














THEOLOGICAL EDUCATION IN AMERICA 


members. Each person invited to become a member is sent 
a copy of the “Statement of Faith”. 

The A.B. degree or its equivalent, save in exceptional cir- 
cumstances, is the requirement for admission. 

In 1922-23 there were fifty-eight students; twenty-four 
were Congregationalists, the remainder from ten denomi- 
nations; one had no affiliation. Forty-three had college de- 
grees; nine others had college training, the others were from 
other seminaries or training schools. Thirteen states and nine 
foreign countries were represented. 

There are no definitely prescribed courses; but the ninety 
hours required for graduation must include a definite amount 
of work in each of four departments, including twenty in 
practic, not more than eighteen to be taken in any one depart- 
ment in a single year. All instruction in New Testament is 
based upon the original Greek, and students who lack the re- 
quisite knowledge must make up the deficiency. Courses in 
the other schools of the foundation are available. 

The diploma of graduation is conferred upon completion 
of the course. To receive the B.D. degree, the candidate 
must complete the course and present an approved thesis. 

The present campus is a lot 285 x 300 occupied since 1879. 
The main hall, including dormitory, chapel, lecture-rooms, 
offices, dining-rooms and social-rooms, was erected in 1870. 
There are also a museum and a gymnasium, both built in 
1879; a library, the president’s house and a boiler house, all 
built in 1892. The library contains about 119,000 books, in- 
cluding a fine collection of books on hymnology and a col- 
lection of foreign mission books which includes many books 
in foreign languages, notably Chinese, Turkish and Arabic. 
There is a museum, the contents of which are mostly loan 
collections. .The Foundation now has a new campus in the 
outskirts of the city. One new building will be ready for 
occupancy in the fall of 1923. It is expected that two or 
possibly three additional buildings will be ready for oc- 
cupancy in the fall of 1924. 

The financial data for 1921 are as follows: plant and equip- 


[248] 














ONE HUNDRED SEMINARIES 


ment $475,654° productive endowment $1,723,716; unpro- 
ductive endowment $43,773; total assets $2,243,143, less 
liabilities $42,927; net assets $2,200,216. Expenses: admin- 
istration $6,445; promotion $1,270; instruction $52,583; 
maintenance (plant and equipment) $9,780; library $0,625 ; 
student aid $6,500; total $86,203. Income: from endow- 
ment $85,789; total $85,780. 

Aid is furnished on the basis of the student’s need and 
of his academic standing. No aid is furnished applicants who 
have attained an average grade of less than 75 per cent. or its 
equivalent. Sums granted are graduated according to the 
average grade and may be as much as $300 a year. 

Further developments are planned for the foundation in 
social service and the field of church music, work in which 
has long been carried on in the theological seminary. 


AT NEW HAVEN 
YALE DIVINITY SCHOOL 


Undenominational. Dean, Charles R. Brown, D.D., LL.D. 


The students have the laboratory advantages offered by 
a large university situated in a manufacturing city with 28 
per cent. of the population foreign-born. There are student- 
residents in the three social settlements of the city. 

In 1746 there was established in Yale College a professor- 
ship of divinity which developed into a separate department 
and in 1822 obtained a separate charter under the name of 
Yale Divinity School. 

The corporation of Yale Divinity School is the same as 
that of Yale University, and consists of eighteen fellows in- 
cluding the governor and lieutenant governor of the state, 
as ex-officio members. Part of the fellows are elected by the 
corporation itself and part by the alumni. 

The year is divided into two terms of fifteen weeks each. 

There are fifteen full-time and four part-time faculty mem- 





*This does not include the value of the new campus, $85,000. 


[249] 











THEOLOGICAL EDUCATION IN AMERICA 


bers; twelve are professors and five instructors. No eccle- 
siastical connections or declarations are required of them. 

“A college degree or the practical equivalent’ is required 
for admission to the divinity school. Students may be given 
advanced standing for the B.D. degree on the basis of under- 
graduate college study. 

In 1921-22 there were in residence 166 students of fifteen 
denominations, Disciples of Christ, Methodists and Congre- 
gationalists predominating. Of the 133 regular students, 114 
had college degrees and five had some college training. 

The courses are grouped into five departments: pastoral 
service, missions, religious education, social service and his- 
tory and philosophy of religion. The Christian layman’s 
course in the department of religious education requires one 
year. The range of subjects and courses is wide, notably so 
in sociological studies, philosophy, religious education and 
pedagogy and languages. All general university electives are 
available for competent students in the divinity school. 

Candidates for the B.D. degree must hold a degree from 
a college of recognized standing, or failing this, must prove 
that they have received the substantial equivalent of a college 
training and show superior scholarship in the actual work 
of the course. The degree of B.D. is conferred on students 
who fulfill the above conditions and complete any of the three- 
year courses. 

The five buildings of the divinity school are two dormi- 
tories, one of which contains the library of religious educa- 
tion and the library of social service and the other a reading- 
room and social-room, while both contain classrooms; @ 
chapel; the reference library and the Day Missions Library. 
The missionary library contains a valuable collection of 
Chinese publications. 

Data as to value of plant and equipment are not available. 
The total endowment is $1,356,256. The current expenses are 
as follows: administration $9,461; instruction $61,787; 
maintenance (plant and equipment) $16,450; library $6,454; 
student aid $13,809; total $107,960. 

The general scholarship funds are used to create oppor- 


[250] 














ONE HUNDRED SEMINARIES 


tunities in New Haven and the vicinity thfough which train- 
ing may be received. Students who receive aid are assigned 
to service under a pastor, mission or social worker. For the 
first semester of the first year any student requiring aid re- 
ceives $62.50. Further grants depend upon scholarship and 
range from $100 to $150 a year. In addition to this, schol- 
arships of $50 a semester are granted to men of the highest 
standing and $25 a semester to certain others of high stand- 
ing, so that the amount received may be as much as $250 
for those maintaining a grade of go per cent. or over. Stu- 
dents intending to enter the Congregational ministry may ob- 
tain grants of $75 a year from the Congregational Education 
Society. There are also a limited number of graduate schol- 
arships. 


GEORGIA 


AT ATLANTA 


ATLANTA THEOLOGICAL SEMINARY 
CANDLER SCHOOL OF THEOLOGY 


From the cotton and peach counties of rural Georgia, the 
railways focalize in Atlanta, the cosmopolitan capital of 200,- 
716, located just below the Piedmont hills. The chief 
industries of manufacturing, railroading and wholesale as- 
sembling go on among the social, political and cultural in- 
terests of two races; nearly one-third of the population is 
Negro. The city is an educational center. 


ATLANTA THEOLOGICAL SEMINARY 


Congregational. President, Frank R. Shipman, B.D. 


The trustees are self-elected. They are chiefly ministers, 
but their executive committee is chiefly local business men. 
The alumni elect one trustee. 

There are three full-time and four part-time faculty mem- 
bers; one administrative officer, three professors, one asso- 


[251] 














4 






























THEOLOGICAL EDUCATION IN AMERICA 


ciate professor and two instructors. No ecclesiastical con- 
nections or declarations are required. 

There were seventeen students in 1921-22, ten from Geor- 
gia, two from Alabama, two from Virginia, one each from 
North Carolina, Kansas and Kentucky. Five were Congre- 
gationalists, four Methodist Episcopalians, two Baptists, two 
Evangelical, and four other denominations were represented 
by one each. ) 

High-school graduation is desired—ninety-nine ‘semester 
hours are prescribed, including six semester hours in soci- 
ology, four in religious education, four in English literature, 
six in world history and four in ethics. Five per cent. of 
the students have failed to pass for reasons of scholarship 
during the last five .years. 

Students entering the freshman year at Piedmont College, 
Demorest, Georgia, may at the same time enter the junior 
class at Atlanta Theological Seminary; for the full course in 
Piedmont College and the final year in Atlanta there is con- 
ferred the Bachelor of Divinity degree; those who take the 
full course in Atlanta may receive the degree of Bachelor of 
Biblical Literature. 

There is an ample campus, valued at $40,000; two two- 
story brick buildings were built in 1870 and 1915 respec- 
tively; the president’s house was built in 1906, also a bunga- 
low. The library is valued at $5,500, estimated at $1.00 per 
volume; plant and equipment $85,500; productive endowment 
$3,300 (no liabilities). Expenses: administration $1,400; 
instruction $7,500; maintenance (plant and equipment) $2,- 
000; library $100; student aid $1,000; total $12,000. In- 
come: from endowment $150; individual contributions $8,000; 
church contributions $2,500, with amount from other sources; 
total $12,000. 














ONE HUNDRED SEMINARIES 


AT MACON 
MERCER UNIVERSITY SCHOOL OF THEOLOGY 


Baptist Southern Convention; Dean, Claudius Lamar Mc- 
Ginty, B.S., A.B., Th.D. 


Macon is a central commercial and industrial city, with 
a population of 52,995, connected by eleven railway lines with 
every section of rural Georgia and adjacent states. 

There are typical institutions of higher education; typical 
racial problems of two populations (Negro 44 per cent.) 
and typical conditions of city and country churches. 

Mercer Institute, founded in 1833, began the first theologi- 
cal institution of Southern Baptists; the collegiate beginning 
was made in 1837; the theological department was fully orga- 
nized in 1845. The latter was discontinued, as less than 100 
students matriculated in the first forty years; but was re- 
opened in 1919 as the School of Theology of Mercer Uni- 
versity. 

The school of theology is governed by the board of trustees 
of Mercer University; thirty-one members at present, six 
ministers and twenty-five laymen are elected by the Georgia 
Baptist Convention. 

There are eight full-time faculty members, including the 
president, the dean and the treasurer, all of whom teach, and 
five part-time members; all but one have professorial stand- 
ing; teaching hours are from seven to sixteen weekly. 

The 131 students consisted of seven graduates, sixty-two 
undergraduates and sixty-two special students. Of these, 112 
were from Georgia, sixteen from other southern states, one 
from Illinois, one from Pennsylvania, and one from China. 
All except five were Baptists. In 1922-23, 168 were enrolled. 

For the courses leading to the A.B., M.A., and B.D. de- 
grees, fifteen units of high-school work are prerequisite; for 
courses leading to the Th.B. and the Th.G. degrees, high. 
school graduation is not required. 

The collegiate theological course is that of the standard 
college course, except that the student majors in theology. 


[253] 















THEOLOGICAL EDUCATION IN AMERICA 


It earns the A.B. degree. The M.A. is given for a year’s 
additional work and the B.D. at the end of two years; by 
working during the summer terms all three degrees may be ob- 
tained in six years or in less time. 

There are also two non-collegiate courses, the first covering 
three years and leading to the Th. B. the second covering two 
years and leading to the Th.G. In the former, ten semester 
hours in the last year are elective, and in either course there is 
a choice between biblical interpretation and Bible in the first 
year. With these exceptions, all work in both courses is 
prescribed. Nearly 100 Baptist churches are regularly served 
by student pastors studying in Mercer University. 

The school of theology uses the equipment of the university. 
In addition to the usual dormitory accommodations, there are 
on the campus twenty-three cottages for the use of married 
students; sixteen of these are double apartments accommodat- 
ing two families each. 

Financial data are not separated from the accounts of the 
university, except that the endowment is $162,670. {Ihe 
school of theology has funds for ministerial education in pro- 
portion to student resources and needs. In many cases an 
additional allowance is granted to men with families living 
in the student cottages. 





ILLINOIS 


AT AURORA 
AURORA COLLEGE, DEPARTMENT OF BIBLICAL LITERATURE 


Advent Christian. President, Orrin Roe Jenks, B.D., D.D. 


Aurora is a small manufacturing city with a population of 
36,397, of whom 18 per cent. are foreign-born. It affords 
one church of the denomination. 

This is a department of Aurora College, organized in 1892 
by the Western Advent Christian Publication Association 
and opened at Mendota, IIl., in 1893, as Mendota Seminary. 

The college was controlled and managed by this organiza- 


[254] 














ONE HUNDRED SEMINARIES 


tion until 1899, when a separate charter was procured and 
it became an independent corporation. In 1912 the institu- 
tion was moved to Aurora, Ill., and the name changed to 
Aurora College. 

There are five members of the board of directors, two of 
whom are ministers. They are elected for a term of three 
years by delegates from the Advent Christian Conferences of 
the United States. 

The school year consists of two semesters of eighteen weeks 
each. 

Four professors give part-time to the Bible department. 
Members of the faculty must be members in good standing 
in some evangelical church. 

The candidate for admission must be at least a high-school 
graduate. 

Of the nine students enrolled in 1920-21, four were high- 
school graduates; others were to complete high-school work 
in the academy. Three were from Washington, one from 
Illinois, and one from each of five other states. The registra- 
tion of 1922-23 was twenty-five. 

There is a combined college and theological course, in 
which about half the work is college work proper. (The 
college is not listed by the American Council on Education). 
Half the work required for graduation is prescribed. 

Candidates for the diploma must be high-school graduates 
and must have completed ninety semester hours. The B.D. 
degree is granted to those who have had a full college course 
or the equivalent, have completed ninety semester hours of 
work, presented a thesis of not less than 6,000 words, and 
attained an average grade of C in all class work, including 
thesis. — 

The assets of finances, plant and equipment have not been 
separated from those of the college, except that a library 
valued at $2,000 belongs to the biblical department. A reg- 
ular allowance is obtained from the denominational Forward 
Movement. 

Those preparing for Christian service are granted a rebate 
[255] 














THEOLOGICAL EDUCATION IN AMERICA 


sufficient to cover the cost of tuition, except the amount re- 
quired for registration fees and the student finance fee. 


AT CHICAGO 


BETHANY BIBLE SCHOOL 
CHICAGO THEOLOGICAL SEMINARY 

DIVINITY SCHOOL, UNIVERSITY OF CHICAGO 

MCCORMICK THEOLOGICAL SEMINARY 

NORTHERN BAPTIST THEOLOGICAL SEMINARY, 

RYDER DIVINITY SCHOOL 

UNION THEOLOGICAL COLLEGE 

WESTERN THEOLOGICAL SEMINARY 

GARRETT BIBLICAL INSTITUTE (Evanston) 
NORWEGIAN-DANISH THEOLOGICAL SEMINARY (Evanston) 
SWEDISH THEOLOGICAL SEMINARY (Evanston) 
BROADVIEW THEOLOGICAL SEMINARY (LaGrange) 
CHICAGO LUTHERAN THEOLOGICAL SEMINARY (Maywood) 


Chicago, with its suburbs, is the seminary center of the 
United States. The typical American developments in art, 
education, religion and society, are here in the urban life 
and background of three million people. 

The locations of individual institutions vary: Bethany 
Bible School is in a residential district of poor people; Mc- 
Cormick is in a semi-business residence district; the United 
Lutheran is in a residential suburb. All but two of these 
seminaries are in the vicinity of universities. 

In Evanston, Garrett Biblical Institute is situated on the 
campus of Northwestern University, with which it is affiliated. 
The Norwegian-Danish and the Swedish theological semi- 
naries are also affiliated with these institutions. Having re- 
ceived the gift of a site, Western Theological Seminary is 
moving to the campus of Northwestern University. Mc- 
Cormick Theological Seminary and Northwestern University 
have exchanges of credits in educational programs. . 

The University of Chicago campus has its own Divinity 
School; the Chicago Theological Seminary is adjacent. These 


[256] 

















ONE HUNDRED SEMINARIES 


institutions are closely affiliated and the .affiliation includes 
Ryder Divinity School. 

Cooperation between these institutions widens educational 
programs, and affects or determines general practice in such 
matters as length of school year, summer session, admission 
and graduation requirements. 


BETHANY BIBLE SCHOOL, SEMINARY DEPARTMENT 


Church of the Brethren. President, Albert C. Wieand, 
A.M., B.D., Th.D. 


The date of the original charter is June, 1906. 

Members of the board of directors are chosen by an electo- 
rate consisting of the faculty, the General Education Board, 
graduates who are members of the church, and donors of 
$300 or more in money or service. The body consists of 
four professors in theology, the business manager of the 
seminary, two pastors and one farmer. A committee ap- 
pointed by the general conference is recommending a plan 
whereby the trustees shall be elected by the general conference, 
upon nominations bythe faculty and executive committee, the 
general boards of the church, and the “standing committee 
of the general conference.” 

There are three quarters of twelve weeks each, also a sum- 
mer quarter of the same length. 

Faculty members must be members of the Church of the 
Brethren. At present there are eight on the staff. 

The admission ‘requirement is college graduation, with ex- 
ceptions. 

Fifty students attended in 1922-23, all but one members 
of the Church of the Brethren. Thirteen were from Illinois, 
the remainder from nine other states, with three from for- 
eign countries. Thirty-two had college degrees; eighteen had 
had two or more years of college work. 

As vocational requirements, each student is required to 
take in one of the three departments—(1) homiletics, (2) 
religious education, (3) missions—a minimum of four 
majors. Every student does ‘practical Christian work or field 


[257] 





















THEOLOGICAL EDUCATION IN AMERICA 


work as a part of the course and the work must be approved 
for graduation. 

The requirements for the B.D. are: 

I. Three years in the seminary following college gradu- 
ation; or two years in the seminary after four years in 
college, providing two years of theological and philosophical 
work have been elected in college. (For special students the 
following provisions are made: four years in the seminary 
following two years in college, or three years in the semi- 
nary following three years in college, providing one year of 
theological or philosophical work has been elected in college). 

II. A thesis, showing exhaustive study on the subject. 

III. Final examination. 

IV. Approval for efficiency in Christian service. 

Data as to plant, equipment and finance are not separated 
from those of the institution, which includes a training 
school. 

The school has few positions to offer ‘students, but will 
assist in finding suitable work. 


CHICAGO THEOLOGICAL SEMINARY 


Congregational. President,'Ozora Stearns Davis, Ph.D., 
IBD Nay BES D 


The charter was obtained in 1855, and the school opened 
in 1858. In 1915 it was affiliated 'with the University of 
Chicago. 

According to the Constitution, members of the board of 
trustees are elected by a triennial convention of representa- 
tives appointed by congregational conferences of sixteen 
states of the Interior. There are twenty-four in all; eight are 
ministers. 

There are four quarters of twelve weeks each. 

There are five full-time and four part-time faculty mem- 
bers, of whom six are full professors, one an assistant profes- 
sor, one an instructor, and one a lecturer. Full professors 
must be Congregationalists. There is “freedom of historical 
and critical research united with a constructive spirit,” 


[258] 














: 





ONE HUNDRED SEMINARIES 


A college degree is necessary for admission, except when 
a student is pursuing the college and seminary course con- 
jointly ; this provision is waived in the summer quarter. 

The seventy students in 1920-21 were, with few exceptions, 
Congregationalists. All of the regular ‘students had college 
degrees. Of the twenty-eight unclassified, nine had degrees, 
twelve were pursuing college and seminary courses conjointly, 
seven had no college training. Nineteen states were repre- 
sented. 

The equivalent of seventy-six semester hours is required for 
the degree, of which fifty-two are prescribed in keeping with 
the kind of work the student is preparing for. The school 
is closely affiliated with the divinity school of the university. 
Courses are advertised in both catalogues and credit is inter- 
changed. The curriculum admits of special preparation for 
the rural or city pastorate, for executive and administrative 
positions, for religious education, social service and foreign 
missions, either general, educational, or vocational. 

The B.D. is granted in course, twenty-seven majors of 
work of which eighteen are prescribed being required. 

The seminary has about an acre of ground with three 
dwellings; plans have been accepted for their replacement 
with a group of seminary buildings. The library and class- 
rooms are in the university buildings. The seminary has ac- 
cess to all the university libraries and equipment. 

Financial data are as follows: plant and equipment, 
$150,000; productive endowment, $877,517; unproductive en- 
dowment, $21,267; funds subject to annuities, $23,500; other 
assets belonging to permanent funds, $90,894; total assets $1,- 
118,178; no liabilities. 

Expense: administration, $6,689; promotion, $225; in- 
struction, $29,467; maintenance (plant and equipment), 
$4,957; library, $2,642; student aid, $2,250; total, $46,231. 

Income: From endowment, $50,768; individual contribu- 
tions, $35; church contributions, $2,272; other sources, $1,- 
664; total $54,739. 

Seminary scholarships amounting to not more than $50 per 
quarter are available for regular students of good standing. 


[259] 

















THEOLOGICAL EDUCATION IN AMERICA 


The Congregational Education Society makes annual grants 
or loans to Congregational students preparing for Christian 
service and requiring such assistance, in amounts ranging 
from $50 to $75. Loans may be had, when necessary, by a 
limited number of students in amounts not exceeding $75 a 
year at a nominal rate of interest. There are also many op- 
portunities for self-help. 


DIVINITY SCHOOL, UNIVERSITY OF CHICAGO 


Baptist. Dean, Shailer Mathews, A. M., D.D., LL.D. 


The Divinity School of the University of Chicago grew out 
of the Baptist Union Theological Seminary, founded in 1866 
and organized in 1867 by “the Baptist Theological Union 
located at Chicago.”’ It was made a condition of Mr. John 
D. Rockefeller’s first subscription of one million dollars to 
the university, that this seminary should become the divinity 
school of the university; while $100,000 of his subscription 
were designated for the erection of a building for the divinity 
school on the university campus and $100,000 for the endow- 
ment of the school. The divinity school is an integral part 
of the university. 

The school is controlled by the board of trustees of the 
University of Chicago in affiliation with the Baptist Theo- 
logical Union. Three fifths of the members of the former 
and all of the latter are Baptists. 

The school year consists of four aatieen twelve weeks 
each. 

There are twenty-three faculty members besides the presi- 
dent of the university. All give full-time to the seminary. 
Though most of the faculty members are Baptist, member- 
ship in a particular denomination is not required, and full 
academic freedom is allowed. 

The requirements for entrance to the Graduate Divinity 
School are the same as for entrance to the Graduate School 
of Arts, Literature and Science. Candidates for a degree 
must possess a Bachelor’s degree approved by the university 
examiner. They must have had at least one course in each 


[260] 











ONE HUNDRED SEMINARIES 


of the following subjects, sociology, political economy, philos- 
ophy and biology; or they must take these courses in ad- 
dition to those required for the degree. Unclassified students 
of sufficient maturity may be admitted to courses of in- 
struction for which they are prepared; but such students 
must have had the practical equivalent of a college or seminary 
course. During the summer quarter, the divinity school main- 
tains an English theological seminary for non-college grad- 
uates. All departments of the divinity school are open to 
graduate and senior college students of the university. 

In 1921-22 there were 401 students; in 1920-21 there were 
309. LEighty-eight students were Baptists and twenty-three 
other denominations composed the student body of 1920-21, 
while 128 colleges and universities, and thirty theological 
seminaries, were represented. Students come from all parts 
of the United States, from Canada and from other countries. 

Twenty-seven majors are required for graduation, of which 
eighteen are prescribed. The prescribed courses are arranged 
in four curricula, preparing for the pastorate, for foreign mis- 
sions, for religious education, and for social service. Of 
the electives, three are to be chosen as sequence majors in 
the student’s principal department and six under the advice 
of the student advisor. The courses vary according to the 
field chosen. In addition to the subjects and courses offered 
by the divinity school, courses given by the faculties of arts, 
literature and science of the university, by the Chicago Theo- 
logical Seminary and by the other seminaries affiliated with 
the university, are open to students of the divinity school. 
Especial attention is given to practical vocational training 
in each curriculum. Correspondence work is conducted 
through the correspondence division of the university and 
the American Institute of Sacred Literature. 

For the B.D. degree, twenty-seven majors are required, as 
stated above. The Divinity School also offers courses leading 
to the degrees of A.M. and Ph.D. 

The school occupies several of the university buildings. In 
one building are administration offices, classrooms, library, 
and the Haskell Oriental Museum. Two more buildings are 


[261] 








THEOLOGICAL EDUCATION IN AMERICA 


to be built. The library is exhaustive, particularly in modern 
books. 

The plant and equipment are part of the university property 
and are not separately evaluated. The budget also is part of 
the university budget; and the facts following represent esti- 
mates. 

Expense: administration and promotion, $4,720; instruc- 
tion, $85,216; maintenance, $4,000; library, $8,500 ;* scholar- 
ships, fellowships and student service, $39,185; dormitories, 
$10,400; museum, $2,300; total $154,321. 

Income: From endowment, $98,568; from tuition, $42,- 
753; from room rents, $13,000; total $154,321. 

A number of scholarships are available for students in the 
Graduate Divinity School. Service is required in return for 
such aid. No gifts are made except scholarships of $50 to- 
ward $60 quarterly tuition. 





















MCCORMICK THEOLOGICAL SEMINARY . 


Presbyterian, U.S.A. President, James G. K. McClure, 
Dy BLS 5) Bas ODE 


Established in 1830 as the Theological Department of Han- 
over College, Hanover, Ind., the institution was changed, 
in 1840 to the New Albany Theological Seminary of New 
Albany, Ind.; in 1859 to the Presbyterian Theological Semi- 
nary of the Nociiest (moved to Chicago) and in 1886 to 
the McCormick Theological Seminary. 

The year consists of two semesters of sixteen weeks cack 

Nine regular professors are supplemented by four in- 
structors and four lecturers. No person shall be eligible to 
the office of professor of theology except a regularly ordained 
minister in the Presbyterian church. Every professor must | 
subscribe to an agreement not to teach anything directly or 
indirectly contrary to the doctrine and principles for which 
the Presbyterian church stands. 













“This is the estimate of the total expense of the university libraries 
that should be allotted to the Divinity School. 


[ 262 | 






ONE HUNDRED SEMINARIES 


A regular course of collegiate study or special reeommenda- 
tion from some Presbytery constitute the academic admission 
requirement. 

The 166 students, virtually all Presbyterians, coming from 
twenty-five states and five foreign countries—chiefly from 
rural homes—represent seventy colleges. Ten have received 
their preparation in Bible institutes and ten have had no col- 
lege training. 

Of the twenty-seven majors required for graduation, twenty 
are prescribed. The prescribed subjects for the B.D. degree 
are: Hebrew and Old Testament exegesis, twelve hours; 
New Testament exegesis, ten hours; English Bible, eight 
hours; Church history, eight hours; historical theology, eight 
hours; philosophy of religion and ethics, eight hours; syste- 
matic theology, eight hours; practical theology, including 
public speaking and homiletics, twelve hours; pastoral theol- 
ogy, two hours; missions, two hours; and sociology, two 
hours. A liberal range of electives is offered. 

The B.D. degree, with language requirements, is conferred 
on graduates of colleges of good standing who have com- 
pleted the seminary course. Diplomas are given other students. 

The library is a new, beautiful one-story building of gray 
stone, modern in all its appointments and equipment, well- 
catalogued, and under the supervision of a full-time librarian. 
It contains 50,000 volumes, 1,500 being added annually. A 
museum containing a large number of objects illustrating mis- 
sionary life and work, as well as relics from ancient civiliza- 
tions, constitutes a significant part of the library. 

The buildings are (1) Ewing Hall, erected in 1863, con- 
taining rooms for students; (2) the Chapel, 1875, containing 
the chapel and two lecture-rooms; (3) McCormick Hall, 
1884, containing seventy suites of rooms for students; (4) 
Fowler Hall, 1887, containing sixty-five suites of rooms for 
students and two lecture-rooms; (5) nine houses for profes- 
sors; the Virginia Library, 1894. 

The data on finance are: plant and equipment, $548,000; 
endowment, $2,246,000; total assets, $2,794,000. Total bud- 

[263 | 











THEOLOGICAL EDUCATION IN AMERICA 


get $117,000. Income, $119,000. There has not been a 
deficit in finances since 1905. 

There are three graduate fellowships yielding an annual 
income: one of $600 and two of $750 each. The Presby- 
terian Board of Education assists needy students of its own 
faith. 


- WESTERN THEOLOGICAL SEMINARY 


Protestant Episcopal. President and Dean, Wiliam Con- 
verse DeWitt, S.T.D. 


The Western Theological Seminary was founded and partly 
endowed by Dr. Tolman Wheeler. Its original charter was 
granted in 1883. From 1885 until 1923 it was located in a 
residential district on one of the boulevard arteries, West 
Side. Work was suspended in 1923 to be resumed in 1925 
on the new site on the campus of Northwestern University. 

The members of the board of trustees are elected by the 
incorporators. It is composed of seven clergymen and eleven 
laymen. 

Faculty members must be priests of the Protestant Episco- 
pal church. There have been five part-time and four full- 
time members; five professors and four instructors. There 
were fifteen students in 1921-22, all members of the Protes- 
tant Episcopal church. Nir states and three foreign coun- 
tries were represented. Seven students had college degrees, 
two others had college training. 

Ninety semester hours were required for graduation, all 
work being prescribed. Extra work in Greek is required of 


those deficient in this subject. The student receives a diploma 


upon completion of the course. 

The buildings at the Evanston site will be new and accom- 
modate about fifty students, with dormitories, lecture-rooms, 
yefectory, chapel, administration rooms, library. “The 
library, constantly supplemented by gifts and purchases, has 
been kept within 20,000 volumes by annual elimination. The 
Hibbard Old Testament Library—formerly known as the 
“Hibbard Egyptian Library”—is reputed to be the most com- 


[264] 

















ONE HUNDRED SEMINARIES 


plete of its kind in America, containing complete sets of 
Egyptian, Assyrian, Aramaic, Hittite, Armenian and Elamite 
inscriptions, and embracing the most important works on 
Oriental History.” 

The present endowment is $600,000. 


GARRETT BIBLICAL INSTITUTE, GRADUATE SCHOOL OF 
THEOLOGY 


Methodist Episcopal. President, Charles M. Stuart, D.D., 
arte)... LL.D: 


The date of the original charter is 1855. 

The board of trustees consists of six members, three of 
whom are ministers, elected for four years by the Rock River 
Conference of the Methodist Episcopal Church. 

There are four quarters of twelve weeks each; the sum- 
mer quarter is divided into two terms of six weeks each. 

There are twenty-two faculty members, fifteen full-time and 
seven part-time. There are eleven professors, six full-time 
and five part-time; seven assistant professors, five full-, and 
two part-time; four full-time instructors. There are also 
three lecturers employed for the summer quarter. The part- 
time members are members of the faculty of Northwestern 
University. Members must be in “hearty sympathy with 
doctrinal standards of the Methodist Episcopal Church.” 

Regular students must be graduates of approved colleges; 
special students must have completed at least two years in 
approved colleges. 

In 1921-22 there were 318 students, most of them members 
of Methodist bodies, the majority of them Methodist Epis- 
copal. Almost every state and nine foreign countries were 
represented. All regular students had degrees and all specials 
had done at least two years of college work; 135 institutions 
were represented. 

The requirements for graduation are thirty-six majors. 
A definite amount of work is required in certain departments, 
amounting in all to twenty-seven majors, of which eighteen 
are definitely prescribed courses. Each student must also 


[265] 














THEOLOGICAL EDUCATION IN AMERICA 


choose from five “groups” a field for special study. The 
range of courses is wide; twelve half-majors in field or 
practical work must be completed for graduation. Courses 
in Northwestern University are open to students of Garrett 
without extra cost. The total of university credits allowed 
to any one student cannot exceed twelve year-hours. 

The B.D. degree is conferred upon graduates of approved 
colleges who have completed the requirements for graduation 
as stated above. 

The campus occupies 260,000 square feet of the campus 
of Northwestern University; for this land the seminary holds 
a perpetual lease. There are four dormitories, and the semi- 
nary leases a fifth building used as a dormitory and for class- 
rooms. A new administration building is in process of 
erection. The library contains 95,000 volumes. The museum 
is valued at $14,587. 

The financial data are as follows: plant and equipment, 
$174,126; productive endowment, $970,000; funds subject 
to annuities, $112,568; other assets belonging to permanent 
funds, $101,711; total $1,358,405. 

Expense: administration, $9,674; instruction, $51,795; 
library, $8,231; other, $88,000; total $157,700. 

Income: from endowment, $54,000; tuition, $8,765; in- 
dividual contributions, $1,500; other sources, $100,000; total 
$164,265. 

Aid may be received by students from the board of educa- 
tion of the Methodist Episcopal church. The limit for a 
student of full college grade is $150 a year and the full 
amount loaned to any one student including college, second- 
ary school and seminary loans is $600. 


CHICAGO LUTHERAN THEOLOGICAL SEMINARY 


United Lutheran. President, J. E. Whitteker, D.D., 
jis Die Be 


The original charter was obtained in 1891. In 1920 a 
part of the faculty withdrew and started a school at Fargo 


[266] 











ONE HUNDRED SEMINARIES 


N.D. The enrollment in 1921-22 was twenty, a considerable 
decline from that of preceding years. 

The board is self-perpetuating. Members must be elected 
from synods in doctrinal agreement with the General Council. 

The school year consists of five terms of six weeks each. 

There are five full-time and two part-time faculty mem- 
bers; three administrative officers, five professors and two 
instructors. Members must be Evangelical Lutherans and 
subscribe to the following: “I solemnly promise before Al- 
mighty God that all my teaching shall be in conformity with 
His Word and with the aforementioned Confessions” (those 
of the Evangelical Lutheran church), 

A college degree is required for admission; a few special 
exceptions to this rule are made. 

All the students enrolled in 1921-22 were Lutherans. Of 
the sixteen resident students in 1920-21, six were from IIli- 
nois, two from Minnesota, one from each of five other states, 
two from Sweden, and one from Canada. 

There are no electives; 110 semester hours are required 
for graduation. 

The B.D. is given as a graduate degree to those who 
complete the fourth year of work. Those completing the 
three-year course receive a diploma. 

The campus contains fifteen acres valued at $30,000. There 
are two dormitories, a recitation hall, the ‘“Commons’”’, a heat- 
ing plant, and six faculty residences. The library is valued 
at $15,000. All old unusable books have been removed from 
the shelves and stored in the basement of. the seminary 
building. 

The financial data furnished are as follows: plant and equip- 
ment, $377,000; productive endowment, $193,000; funds sub- 
ject to annuities, $18,000, apparently included in the above: 
total assets, $570,000. Average annual income, $30,000. 

There is a student aid fund through which students who 
need aid may meet half of their expenses by performing such 
services as the executive committee may designate. 


[267] 








THEOLOGICAL EDUCATION IN AMERICA ~ 


AT NAPERVILLE 
EVANGELICAL THEOLOGICAL SEMINARY 


Evangelical Association. President, G. B. Kimmel. 


The seminary is on the same campus with North-Western 
College with which it is affiliated. The date of the original 
charter is 1873. / 

The members of the board of trustees are elected by the 
annual conferences. There are fifteen ministers and seven 
laymen, also one bishop, ex-officio. 

There are three quarters of twelve weeks each and a sum- 
mer school of six weeks. 

There are five full-time professors, one of whom is also an 
administrative officer; also a part-time administrative officer. 
“All are members of the Evangelical Association and are 
loyal to its doctrine.” 

For admission to the course leading to the B.D. degree, 
college graduation is required; for the diploma course, high- 
school graduation; for the Christian worker’s course, high- 
school graduation or its equivalent. 

In 1921-22, there were eighty-four students, fifty-nine 
regular and twenty-five special. (The special students were 
those in North-Western College taking the combination 
course or electing courses in the seminary). All excepting 


one were members of the Evangelical Communion. Fourteen | 


states and Canada were represented. Forty-five of the stu- 
dents had college degrees, twenty-six from North-Western 
College; of the thirty-nine without degrees, twenty were from 
North-Western Academy. 

The work is largely prescribed. The degree and diploma 
courses require two years, the Christian workers’ course one 
year. | 

Candidates for the B.D. degree must be college graduates 
and complete twenty-seven majors in the seminary. There is 
an arrangement with North-Western College whereby 
students may receive both the A.B. and the B.D. in five years. 
To receive the diploma, the student must be a high-school 


[268] 























ONE HUNDRED SEMINARIES 


graduate and complete twenty-four majors. The Christian 
workers’ course requires high-school graduation or the equiv- 
alent and the completion of thirteen majors. 

The seminary building contains a chapel, lecture-rooms, 
library, and faculty offices. The library contains about 4,500 
volumes. The library and gymnasium of North-Western 
College are open to seminary students on the same conditions 
as to college students. The seminary has no dormitories. 

The financial data are as follows: plant and equipment 
$66,216; productive endowment $128,829; unproductive en- 
dowment $65,021; funds subject to annuities $18,700; total 
assets $278,765, less liabilities $4,807; net assets $273,958; 
expenses $16,745. Income: from endowment $6,288; tuition 
$500; individual contributions $2,000; church contributions 
$7,000; total $15,788. 

There is a fund from which loans to students may be 
made. 


AT SPRINGFIELD 
CONCORDIA THEOLOGICAL SEMINARY 


Lutheran, Missourt Synod. President, H. A. Klein. 


The seminary is situated in an industrial city of 59,183, 
II per cent. of whose population is foreign-born white, 5 
per cent. Negro. 

The control is that of the Evangelical Lutheran synod of 
Missouri, Ohio and other states. There are three trustees. 

The school year extends from early. in September to the 
middle of June. 

There are seven full-time faculty members, six professors 
and one instructor. 

Graduation from the eighth grade is required for admission. 

The 187 students “of the college’ in 1922-23 were all 
Lutherans, chiefly of the Missouri synod. Twenty were en- 
rolled in the diploma course. They were from all the states 
of the Union, from Canada and a few from Germany. Most 
of them were from Lutheran parochial schools. 


[269] 











THEOLOGICAL EDUCATION IN AMERICA 


All work tends to the preparation of ministers. Full 
college and theological courses are given. All work is pre- 
scribed. The curriculum includes three years’ work in peda- 
gogy, two in psychology and two in the history of education; 
work in English is required for two years. 

Graduation requires the completion of the six-year course 
and of one year’s supply work. 

There are five buildings, including three dormitories. The 
library contains about 3,000 volumes. 

The seminary is supported by voluntary contributions by 
congregations of synods. No financial data are furnished. 

Student aid is carried on by voluntary donations. 





IOWA 


AT DES MOINES 


DANISH BAPTIST THEOLOGICAL SEMINARY 
DRAKE UNIVERSITY COLLEGE OF THE BIBLE 
GRANDVIEW COLLEGE 


Des Moines is a commercial city of 126,468 in a prosperous 
rural state. 


DANISH BAPTIST THEOLOGICAL SEMINARY 


Northern Baptist Convention. Dean, Nels. S. Lawdahl, D.D. 


In 1892, when the Baptist Union Theological Seminary, 
since 1877 located at Morgan Park, Illinois, became the Divin- 
ity School of the University of Chicago, the Danish-Norwe- 
gian department remained at Morgan Park as a department 
of the Divinity School. In 1913 the school was moved to 
Des Moines and became affiliated with Des Moines Univer- 
sity under the present name. 

The trustees, elected by the Danish Baptist General Con- 
ference, number eleven in all, chiefly farmers, ministers and 
business men. 


[270] 








ONE HUNDRED SEMINARIES 


The session consists of three terms of twelve weeks each. 

The dean is ‘the only full-time professor. There is one 
part-time professor. 

There are no academic requirements for admission. 

There were eleven students in 1921-22, six from Iowa. 
None had a college degree. All were Baptists. 

The regular seminary course covers four years, of which 
two years are devoted to preparatory work and two to theo- 
logical studies. Thirty-six majors are required for gradua- 
tion, a major being a subject occupying one hour each day 
over a period of twelve weeks. 

The degree of Bachelor of Theology is conferred upon 
those who satisfactorily complete the course, present a thesis, 
and pass a final oral examination covering at least three 
theological subjects. 

The seminary has no building, and classes meet in the uni- 
versity buildings. There is a separate library, valued at $500, 
and the seminary has an endowment of $30,000. The cur- 
rent expense was $2,100, income $2,100. 

A current expense fund provides for students who need 
it. The instruction in the seminary has until recently been 


carried on in the Danish language. The English language 


is now used almost entirely. 


DRAKE UNIVERSITY COLLEGE OF THE BIBLE 


Disciples of Christ. Dean, Jesse C. Caldwell, B.D., LL.D. 


The original charter was granted the university in 1881. 
The “Literary Department,” the College of the Bible, Con- 
servatory of Music, Commercial School and the Academy 
were organized at that time. 

The board of trustees is composed of thirty-six members, 
one-third of whom are elected each year by the board. Of 
these, two are elected from a list of nominees submitted by 
the alumni association. There are twelve life members at 
present. The president of the university is an ex-officio 
member of the board and there are three honorary ex-officio 
members who represent the state organization of the Disci- 


[271] 











THEOLOGICAL EDUCATION IN AMERICA 


ples. These three members are advisory only and have no 
power to vote. 

The school year is divided into two semesters of eighteen 
weeks each and a summer quarter of twelve weeks. 

There are six regular faculty members besides the presi- 
dent of the university; of these, four, including the dean, 
are full-time professors; two are part-time lecturers; one 
is an emeritus professor. No ecclesiastical connections or 
declarations are required. 

High-school graduation will admit students without ex- 
aminations. Students presenting satisfactory evidence of 
sufficient preparation may be admitted by examination. These 
requirements will admit students to the B.S.L. course. Stu- 
dents over twenty-one years of age who are not seeking a 
degree will be admitted as non-classified students under cer- 
tain conditions. For admission to courses leading to the B.D. 
degree, the candidate must have at least senior classification 
in the College of the Bible, the College of Education, the Col- 
lege of Liberal Arts, or from some other institution of equal 
standing. 

Of the seventy-six students in 1922-23, seventy-four were 
Disciples of Christ; forty-seven were from Iowa, the others 
from eight states, Canada and the Philippine Islands; six- 
teen had college degrees, twenty-eight others had had some 
college training, one was from a religious training school, 
ten were diction graduates, twenty-one were unclassinee 
students over twenty-one years of age. 

There are two courses, a regular undergraduate course of 
four years and the standard divinity course of three years. 
For the first, 120 semester hours, exclusive of work in prac- 
tical theology, are required. For the second, ninety semester — 
hours are required. In either course ten hours in practical 
theology are prescribed. 

The degree of Bachelor of Sacred Literature is conferred 
upon completion of the four-year course; that of B.D. upon 
completion of the three-year standard divinity course and the 
presentation of a satisfactory thesis, the candidate being also 


[272 | 

















ONE HUNDRED SEMINARIES 


required to pass an oral examination upon all courses offered 
for the degree. 

The campus is part of the Drake University campus. The 
building has two stories and a basement containing recita- 
tion rooms and administration quarters. A rooming house 
in town has been furnished for Bible College men. The 
library of 10,000 volumes is housed with the university 
library. 

The financial data are: plant and equipment, $56,064; pro- 
ductive endowment, $130,098; unproductive endowment (in 
pledge), $53,495; funds subject to annuities, $6,500; total 
assets, $246,158. Expense: administration and overhead, 
$3,807; promotion, $181; instruction, $10,866; total, $14,- 
854. Income: from endowment, $8,291; tuition, $480; in- 
dividual contributions, $196; church contribution, $5,363; 
total, $14,330. 

There are loan funds in the amount of $6,871 available to 
students in times of special need. 


AT DUBUQUE 
UNIVERSITY OF DUBUQUE THEOLOGICAL SEMINARY 


Presbyterian U. S. A.; President, Rev. C. M. Steffens, 
A.M., D.D. 


Dubuque is an industrial city of 39,141, one-third being 
foreign, chiefly German and Irish. The community is pre- 
dominantly Roman Catholic in faith.° 

The school was organized in 1852, changing its charter in 
1911 for the purpose of organizing a separate college and 
theological seminary. It is under the control of the General 
Assembly of the Presbyterian Church, U. S. A. 

The school year consists of two semesters of sixteen weeks 
each. 

The faculty of eight members interlocks with those of the 
academy and the college; three give full time to the semi- 


* Wartburg Theological Seminary under the auspices of the Evangelical 
Lutheran Synod of Iowa, enrolling fifty-nine students is also in Dubuque. 


[273] 





nary. Membership in the Presbyterian church is required and 
appointment must be authorized by the General Assembly. 

Students of all denominations will be admitted on presen- 
tation of a certificate of membership in some evangelical 
church. 

There are twenty-eight students. Five denominations, 
eight states and four foreign countries are represented. 

There are fourteen required subjects throughout the course, 
with eighteen to twenty electives; 120 semester hours. 

Conferring the B.D. degree requires as prerequisite the A.B., 
a major and a thesis satisfactory to the faculty. 

There is no seminary building as such; some “separate 
funds are listed as belonging exclusively to the seminary,” 
but the amount is not stated. 

Candidates can obtain aid from the Presbyterian Board of 
Education provided they have for one year been members of 
some Presbyterian church. Several scholarships have been 
generously endowed. 


KANSAS 


AT KANSAS CITY 


KANSAS CITY BAPTIST THEOLOGICAL SEMINARY 
KANSAS CITY SCHOOL OF THEOLOGY® 


Kansas City is a manufacturing center whose chief indus- 
tries are packing and the manufacture of soap and flour. Its 
population is more than a hundred thousand, forming part of 
a population total of half a million, including Kansas City, 
Mo., and the suburbs of the two cities. Kansas City Uni- 
versity, a coeducational institution under the auspices of the 
United Brethren and the Methodist Protestant churches, is 
in the city. 

Institutions of religion in border territory have a special 
function in the mutual interpretation of North and South 


*Temporarily discontinued. 


[274] 


THEOLOGICAL EDUCATION IN AMERICA 












ONE HUNDRED SEMINARIES 


KANSAS CITY BAPTIST THEOLOGICAL SEMINARY 


Baptist. President, P. W. Crannell, D.D. 


In Igor a charter was obtained for the Kansas City Bap- 
tist Seminary. In 1913 the Women’s Missionary Training 
School was opened. 

Seven-eighths of the directors must be Baptists of good 
standing. Nominations are made yearly by the Kansas Bap- 
tist state convention. There are twelve ministers and twelve 
laymen. Trustees are chosen from six other states. 

There are seven full-time and eight part-time faculty mem- 
bers. Members must belong to the Baptist denomination and 
subscribe to the New Hampshire Confession. 

In 1922-23 there were forty-six students in the seminary 
and thirty-nine in the training school, all but one Baptists. 
Thirty-three were from Kansas, thirty-four from Missouri, 
the remainder from eight states. Sixteen had college degrees. 

“A college degree is required for the B.D. degree.” Un- 
married men under twenty-five years of age cannot be admit- 
ted without a high-school course. 

The regular three-year courses are the Greek-Hebrew, 
covering 114 semester hours, and the Greek, covering 126 
semester hours. There are three four-year courses for non- 
college men: the Greek-Hebrew, the Greek and the English, 
requiring respectively 150, 160 and 123 semester hours. “The 
work is prescribed, though many electives are offered.” 

The B.D. degree is conferred for the regular courses; the 
B.Th. for the four-year Greek-Hebrew and Greek courses: 
and the Graduate in English Bible for the English course. 

A new site, consisting of twenty acres, has been purchased 
and buildings are to be erected. 

The present plant and equipment are valued at $72,000; 
assets for new buildings, $45,000; endowment and_ other 
pledges ($10,000), $136,000; total assets, $253,000; liabili- 
ties $34,000; net assets, $219,000. (Expense-year ending 
April 3, 1922.) Administration, $2,119; promotion, $4,157; 
instruction, $9,136; maintenance (plant and equipment), 


[275 | 














THEOLOGICAL EDUCATION IN AMERICA 


$4,251; library, $503; student aid, $3,085; other, $9,851; 
total, $33,103.7 | 

Income: from endowment, $3,378; individual contribu- 
tions, $7,406; church contributions, $305; board of educa- 
tion, $18,607; annuities, $600; rents, $2,027; sundry, 
$1,251; total, $33,575. 

“The Faculty will be able to give moderate assistance (re- 
cently substantially increased) to all approved students who 
may need it.”” While there is no formal agreement to repay 
money thus granted, it is expected that the student will when 
it becomes possible. Aid to former college students, grad- 
uates and others, is now graded, increasing according to col- 
lege rank. 


KENTUCKY 


AT LEXINGTON 
COLLEGE OF THE BIBLE 


Disciples of Christ. Dean, W. C. Bower, A.M. 


Lexington, in the Blue Grass region, is an educational and 
cultural center of Kentucky. The population is 41,534, of 
which 30 per cent. is Negro. Rural problems, especially those 
peculiar to the southern mountains, are the heritage of ths 
tributary country. 

The College of the Bible was founded in 1865. as a College 
of Kentucky University, now Transylvania College. In 1878 
it was chartered as an independent institution. Since 1895, 
it has occupied its own buildings on the same campus as 
Transylvania College with which it is affiliated. 

The board of trustees, consisting of nine ministers and 
nine laymen, is self-perpetuating. 

The teaching staff consists of six full-time members and 


* Equipment and finances include training school, 


[276 | 








ONE HUNDRED SEMINARIES 


one on part-time. The charter requires that the faculty be 
members in good standing of a congregation of the Disciples 
of Christ. 

There were fifty-nine students in 1921-22, all Disciples of 
Christ. Fourteen states and three foreign countries were rep- 
resented. Nineteen held the A.B., sixteen from Transylvania ; 
sixteen were college juniors or seniors taking work to be 
credited toward the B.D. degree; twelve were college sopho- 
mores or freshmen enrolled as special students, all but one 
from Transylvania. 

The A.B. degree is required for admission to the B.D. 
course; but credit is given for a year in theology taken at 
college during the junior and senior years. For the course 
leading to the Master of Religious Education, the A.B. or 
equivalent training is prerequisite; for that leading to Bach- 
elor of Practical Theology, two years of standard under- 
graduate work. A rigidly segregated department with lim- 
ited enrollment is maintained for poorly prepared, mature 
students. 

Ninety-two semester hours and a thesis are required for the 
degree of B.D.; for the M.R.E., two years’ work covering 
sixty semester hours; for the Bachelor of Practical Theology, 
sixty semester hours. Hebrew and Greek are not required 
in any course. 

The seminary owns one building and has an interest in 
dormitories and other property of Transylvania College, in- 
cluding the library of more than 30,000 volumes, including 
a rare collection of historical material. 

Plant and equipment are valued at $74,642: productive en- 
dowment, $288,523; funds subject to annuities, $21,900; 
total assets, $385,065; liabilities, $38,546; net assets, $346,- 
519. Expense: administration, $4,552; promotion, $1,196; 
instruction, $13,775; maintenance, $6,387; library, $1,599; 
other, $5,641; total, $33,150. 

Income: from endowment, $19,749; tuition and rent, 
$7,032; individual contributions, $125; church contributions, 
$9,342; other, $941; total, $37,180. 


[277] 








THEOLOGICAL EDUCATION IN AMERICA 






AT LOUISVILLE 







SOUTHERN BAPTIST THEOLOGICAL SEMINARY 
PRESBYTERIAN THEOLOGICAL SEMINARY OF KENTUCKY 







Louisville is a commercial and manufacturing city of 
234,891, with 18 per cent. of the population Negro and 5 
per cent. foreign-born. The University of Louisville is one 
of its institutions of higher education. 








SOUTHERN BAPTIST THEOLOGICAL SEMINARY 





Baptist Southern Convention. President, Edgar Young 
Mullins, D.D., LL.D. 


Established at Greenville, South Carolina, in 1859, the 
school was closed during the Civil War. In 1877 it moved 
to Louisville, seeking an endowment from states that had 
suffered less than had North Carolina. In 1880 a gift of 
$50,000 was secured. 

The board of trustees consists of I12 members, of whom 
sixty-nine are ministers, representing the various states in 
the Southern Baptist Convention, the number from each being 
based on the money contribution to the seminary. Nomina- 
tions are made by the convention and elections are by the 
board. 

There are eleven full-time faculty members. All are re- 
quired to be members of the Baptist church and to sign the 
seminary articles of faith. | 

In 1922-23, there were 434 regular students in residence, 
more than 400 being Baptists. They represented thirty-two 
states and nine foreign countries. Three hundred and eighty 
had attended college; but there is no information as to the 
extent of their college training. There were also 269 women 
enrolled. 

An ordinary English education is required for admission. 

There are three undergraduate courses: the English re- 


[ 278 | 











































| 
| 
| 
| 
: 


: 
| 


i 


ONE HUNDRED SEMINARIES 


quiring two years; the eclectic, requiring from two to three 
years; and the full course, covering from three to four years. 
The school year is divided into four quarters of eight weeks 
each; and a student may leave at the end of a quarter and 
return at any time and receive credit for another quarter, 
repeating until the work is completed. 

The English course leads to the degree of Graduate in 
Theology; the eclectic to the degree of Bachelor in Theology ; 
the full course to that of Master in Theology, a satisfactory 
graduating address being a further requirement for the 
latter. 

There are four buildings. The library is valued at $29,000. 

Plant and equipment are valued at $310,851; productive 
endowment, $1,550,000; unproductive, $100,000; funds sub- 
ject to annuities, $89,000; total assets, $2,049,851. Expense: 
administration, $3,000; promotion, $12,000; instruction, 
$47,000; maintenance, $8,000: library, $3,000; student aid, 
$20,000; other, $7,000; total, $100,000. 

Income: from endowment, $70,000; individual contribu- 
tions, $5,000; church contributions, $10,000; other, $15,000; 
total, $100,000. 

Aid is extended where necessary. 


MAINE 


AT BANGOR 
BANGOR THEOLOGICAL SEMINARY 


Congregational. President, Warren J. M oulton, Ph.D., 
EG Oa 

Bangor is a small commercial city with a foreign-born 
population of 17 per cent. Her position as a railroad center 
affords contact with rural churches, and the University of 
Maine at Orono gives an educational atmosphere. 

The charter was granted in 1814 by the legislature of 


[279] 


























THEOLOGICAL EDUCATION IN AMERICA 


Massachusetts and was confirmed in 1831 by the legislature 
of Maine. Temporarily located at Hampden, the seminary 
moved to Bangor in 1819. The power to confer degrees was 
granted in 1905. 

Trustees must be native-born citizens. Alumni nominate 
candidates to the trustees for election. There are seven clergy- 
men, six business men and one college professor. 

There are five full-time professors, and three instructors 
and six lecturers, all part-time. Members of the faculty, 
prior to their confirmation and inauguration, present to the 
trustees a personal statement of belief. According to the 
charter, members must be Congregationalists or Presby- 
terians. 

In 1921-22 there were twenty-nine students, fourteen being 
Congregationalists. Twenty were from New England and 
seven from outside the United States. Six had college de- 
grees. The enrollment in 1922-23 was forty. 

Students are admitted conditionally by college, high-school 
or academy diploma, or on individual merits. 

Eight term-hours of elective work must be taken, and 
sixteen may be taken by qualified students. All other work 
is definitely prescribed. 

Diplomas are given to those who complete the three-year 
course, but are not eligible for the B.D. degree. Candidates 
for the B.D. must hold the A.B. degree, complete additional 
work and complete a prescribed amount of work in New 
Testament Greek. K 

The campus comprises seven and a half acres valued at 
$30,000. There are a dormitory, a chapel and library build- 
ing, a gymnasium, a commons house, and six dwelling 


houses. The library is valued at $33,000. Plant and equip- 


ment are valued at $208,891; productive endowment, 
$393,985; funds subject to annuities, $5,000; total, $607,876. 
Nearly all endowment funds are designated funds. Expenses: 
administration, $600; promotion, $416; instruction, $14,050; 
maintenance, $4,831; library, $896; student aid, $2,110; 
other, $998; total, $23,917. 

[280] 

















ONE HUNDRED SEMINARIES 


Income: from endowment, $20,188; total, $20,188. The 
deficit was covered by special contributions. 

Scholarships are available for those whose circumstances 
require aid. Recipients should maintain a grade of at least B. 

Bangor Theological Seminary is the only institution for 
ministerial training in northern New England and a majority 
of its graduates have served within this area. The rural 
field receives especial consideration. 

Non-college men of mature years are admitted and are 
given opportunity to pursue theological studies and to pre- 
pare for advanced college standing. Reports show that 80 
per cent. of such students take an academic degree after being 
graduated from the seminary. Provision is thus made for 
men already in the ministry to complete their training. 


MARYLAND 


AT WESTMINSTER 
WESTMINSTER THEOLOGICAL SEMINARY 


Methodist Protestant. President, H ugh Latimer Elderdice, 
ee, DD. LL.D. 


Westminster is a town of 3,521 engaged largely in manu- 
facturing and in the canning industry. Students have access 
to a city library. The grounds of the seminary adjoin those 
of Western Maryland College. 

In 1884, Westminster Theological Seminary of the Metho- 


_ dist Protestant Church was chartered. Western Maryland 
College presented it with a tract of land. 


Five clergymen and five laymen elected by the General Con- 
ference, and the president of the seminary ex-officio, com- 
pose the board of governors. 

There are four full-time professors and one on part-time ; 
also six instructors and six lecturers. The number of teach- 


Ing hours per week is from twelve to fifteen. No ecclesias- 
tical connections or declarations are required. 


[281] 











THEOLOGICAL EDUCATION IN AMERICA 


In 1921-22 there were thirty-three students, of whom 
thirty-two were Methodist Protestants. There were thirty- 
four in 1920-21, seventeen with college degrees; seventeen 
were from Maryland, the others representing nine other 
states. 

A college degree is prerequisite to the degree course; high- 
school graduation or the equivalent, to the diploma course. 
All work is prescribed; but in the diploma course logic and 
additional work in English Bible may be substituted for He- 
brew and Greek. ‘There is also a special course consisting 
of a year of required and a year of elective work. There 
is a course in the rural church and the community, one in 
Christian sociology and one in Christian ethics. The degree 
course, plus a satisfactory thesis, leads to the degree of Bache- 
lor of Divinity; the regular non-degree course, plus a thesis, 
to the diploma. A certificate of work done is given for the 
special course. 

The seminary owns seven acres of ground and a three- 
story building containing chapel, public hall, library, reci- 
tation rooms and dormitory with baths. The library is val- 
ued at $3,000. 

Value of plant and equipment is estimated at $200,000; 
productive endowment, $4,075; unproductive, $9,187; funds 





subject to annuities, $8,000; scholarships, $6,809; total as- | 


sets, $228,071. 
Expense: administration, $394; instruction, $5,967; 
maintenance (plant and equipment), $8,405; total, $14,766. 
Income: from endowment, $172; tuition, $2,497; church con- 
tributions, $7,815; other sources, $6,104; total, $16,588. 
Arrangements have been made by which needy students 
may be helped in their efforts at self-support; “No worthy 
man is ever compelled to leave the Seminary because of in-— 
ability to pay all his expenses.” 











ONE HUNDRED SEMINARIES 


MASSACHUSETTS 


AT BOSTON 


BOSTON UNIVERSITY SCHOOL OF THEOLOGY 
GORDON COLLEGE OF THEOLOGY AND MISSIONS 
NEW ENGLAND SCHOOL OF THEOLOGY 
EPISCOPAL THEOLOGICAL SCHOOL (Cambridge) 
NEW CHURCH THEOLOGICAL SCHOOL (Cambridge) 
HARVARD THEOLOGICAL SCHOOL (Cambridge) 
NEWTON THEOLOGICAL INSTITUTION (Newton) 
CRANE THEOLOGICAL SCHOOL (Tufts College) 


The historical, social, cultural and industrial setting of Bos- 
ton is combined with exceptional educational facilities. There 
is a general exchange of courses and of library privileges 
/among these institutions. They are also associated with the 
educational programs of a college or university, in several 
/eases with Harvard University. 


BOSTON UNIVERSITY SCHOOL OF THEOLOGY 


Methodist Episcopal. Dean, James A. Beebe, D.D. 


The school was organized in 1839; instruction was first 
given in connection with the Academy at Newbury, Vermont; 
in 1847 the theological department was moved to Concord, 
New Hampshire, and chartered as the Methodist General 
Biblical Seminary. In 1867 it removed to Boston and re- 
organized as the Boston Theological Seminary; becoming, in 
1871 the earliest department of Boston University, it has since 
_ been known as the School of Theology of Boston University. 
The trustees are those of Boston University. 

There are thirteen full-time and seven part-time professors. 
A baccalaureate degree from an accredited college is re- 
quired for admission to regular courses. 

In 1922-23 there were 442 students, including four fellows, 
sixty-one graduates, 201 regular undergraduates, forty spe- 


[283] 










































THEOLOGICAL EDUCATION IN AMERICA 


cial students and 138 special students from the school of reli- 
gious education. They represented 140 educational institu- 
tions, thirty-seven states and eight foreign countries. Vir- 
tually all were Methodists. 

The following courses, with the indicated semester hours, 
were offered in 1922-23: Old Testament, thirty-six; New Tes- 
tament, thirty-four; systematic theology and philosophy of 
religion, twenty-seven; church history, twenty-six; religious 
education, twelve; psychology and history of religion, six- 
teen; practical theology, forty-eight; social service, eighteen ; 
missions and religions, twenty-four. 

The Bachelor of Sacred Theology is given on completion 
of ninety semester hours of work; the Master of Sacred 
Theology and the Doctor of Sacred Theology, for postgrad- 
uate work. The Master of Religious Education and the Doc- 
tor of Philosophy may be taken in the affiliated schools. 

The main building contains lecture-rooms, common room, 
library, offices, chapel and gymnasium; the upper floor of this 
building and two other buildings serve as dormitories. The 
library contains about 15,000 volumes. 

The financial data are: plant, $365,000; endowment, $700,- 
000; administration, $4,950; instruction, $44,550; library, 
$2,150; total expense, $88,237. Total income, $72,767. The 
deficit is made up from general funds of the university. 

Three foreign fellowships are open to competitors. Scholar- 
ships of $140 are given all satisfactory candidates for the 
ministry of the Methodist Episcopal church. Short-term 
loans, not to exceed $600 for the entire course, may be had 
by Methodist students in need. 

The School of Religious Education and Social Service: is 
another department of the university, separate in organiza- 
tion, administration, faculty, students and purpose. 





GORDON COLLEGE OF THEOLOGY AND MISSIONS 


Undenominational. President, Nathan R. Wood. 


Gordon College was founded by A. J. Gordon in 1889. _ It 
was affiliated with the Newton Theological Institution until 


[284] 








ONE HUNDRED SEMINARIES 


1914. In that year it became a separate institution and was 
granted its original charter. Its policy became interdenom- 
inational. In 1916 it became Gordon Bible College and in 
1921 the name was changed to Gordon College of Theology 
and Missions. 7 

The board of trustees is self-perpetuating. It is composed 
of thirty-six members; at present there are eleven ministers 
and twenty laymen, including two women. All must be mem- 
bers in good standing of evangelical churches. Twenty are 
Baptists. 

There are five full-time and thirteen part-time faculty mem- 
bers. No ecclesiastical declarations are required of the 
faculty, but all are clearly understood to be evangelical. 

For admission to the graduate course in theology and mis- 
sions, college graduation is required. For the theological 
missionary college course, standard college entrance prepara- 
tion is required. 

In 1921-22 there were 209 students, representing fourteen 
denominations; there were 127 Baptists, thirty-four Congre- 
gationalists and twenty-three Methodists. Twenty-one states 
and the District of Columbia were represented, 141 students 
being from New England. There were also seventeen from 
Canada and six from Europe and Asia. Eighteen had col- 
lege degrees, thirty-two others had some college training, six 
were graduates of theological seminaries and one had been 
a seminary undergraduate; twenty were normal-school grad- 
uates. 

The graduate theological course requires ninety semester 
hours of which sixty-four, including two years of Greek, are 
prescribed. Hebrew is elective. There is also a theological, 
missionary, religious educational college course in which sev- 
enty hours out of a total of 120 are prescribed; the student 
“majors in religion, including the vocational studies necessary 
for his or her life purpose, and surrounds the major with 
literary, philosophical, historical, scientific and other cultural 
studies, almost all falling within the area of humanities.” 

The B.D. degree is given on completion of the three-year 
graduate course and the presentation and defense of an orig- 


[285] 











THEOLOGICAL EDUCATION IN AMERICA 


inal thesis. The Th.B. degree is given on completion of the 
four-year college course. The college diploma is given in 
a few cases, always for the full four-year course. 

There are four buildings, part of one and all of another 
being used as dormitories; also a library. The library con- 
tains 15,000 volumes, including a collection of 10,000 vol- 
umes recently donated which contains many rare books, among 
them biblical versions from the early days of printing and 
in many languages, Shakespeareana of value, and a large mis- 
sionary library. 

Plant and equipment are valued at $363,000; productive 
endowment, $36,000; total assets, $399,000; liabilities, 
$29,900; net assets, $375,100. Expense: administration, 
$5,000; promotion, $2,347; instruction, $11,228; mainte- 
nance (plant and equipment), $3,812; library, $400; student 
aid and scholarships, $2,872; other, $3,786; total, $29,445. 
Income: from endowment (for scholarships), $2,372; in- 
dividual contributions, $20,534; total, $22,906. (The deficit 
was removed by church and individual contributions. ) 


NEW ENGLAND SCHOOL OF THEOLOGY 


Advent Christian. President, F. L. Piper, D.D. 


The school was founded in 1897 and chartered in 1902. 

The board of regents is composed of the officers of the 
school, three regents elected for six years by the corporation, 
and three “directors of the home” nominated by the Woman‘s 
Home and Foreign Mission Society of Massachusetts and 
elected by the corporation. . 

There are three full-time and four part-time faculty mem- 
bers, three being professors and four instructors; there are 
also several lecturers. Four teach subjects directly pertaining — 
to theology. There are no restrictions as to teachers, but Ad- 
vent Christians are preferred. 

High-school graduation is the ordinary admission require- 
ment, but not all have this amount of training. 

There were twenty-two students in 1921-22, the majority 
Adventists, a few Baptists. There were fourteen students in 


[286] 











ONE HUNDRED SEMINARIES 


1920-21, all from New England save one, a Canadian. None 
had a college degree, although some had attended college. 

The regular course covers three years; students who have 
not had a high-school course must take an additional prepara- 
tory year and a course in English each year throughout the 
course. For graduation from the regular course, ninety-six 
semester hours exclusive of English are required, all work 
being prescribed. The institution confers no degrees. 

There are two buildings on a lot in a good neighborhood. 
The main building is a two-story frame building containing 
a reception room, a chapel, offices, lecture-rooms, a library and 
a few students’ rooms. The other building contains dining- 
room, kitchen, laundry and students’ rooms. The library con- 
tains about 2,000 volumes; there are few periodicals. 

Plant and equipment are valued at $25,000; endowment, 
$1,586; total assets, $26,586; less liabilities, $1,700; net as- 
sets, $24,886. Current expenses, $6,000. Current income, 
$7,000. 

There is a small students’ aid fund from which students 
may borrow without interest while they are in school. 


EPISCOPAL THEOLOGICAL SCHOOL 


protestant Episcopal. Dean, Henry B. Washburn, B.D., 
DD. | 

In 1831 a divinity class was begun in Cambridge; articles 
of organization were drawn up, but no endowment was offered 
and the plan was abandoned. In 1835 a second attempt to 
raise money for a divinity school in Massachusetts was made, 
but failed. In 1867, however, $100,000 was given for such a 
school and the school was incorporated and opened in ‘the 
same year. 

Members of the board of trustees must be members of the 
Protestant Episcopal church. In the year of the report all 
were laymen. 

There are four professors and two assistant professors. all 
full-time; and four part-time members, two instructors and 
two lecturers. Faculty members must subscribe to the doc- 
trine of justification by faith. 


[287] 











THEOLOGICAL EDUCATION IN AMERICA 4 


A college degree is prerequisite for regular standing, three 
years of college for entrance as a special. 

In 1921-22 there were twenty-two students, from seventeen 
colleges. It is estimated that about 50 per cent. were of 
Protestant Episcopal church membership. Seven states and 
two foreign countries were represented; eight students were 
from Massachusetts. 

Sixteen courses are required for graduation. Seven are 
prescribed; in addition, not fewer than four nor more than 
six, exclusive of prescribed work, must be taken in the divi- 
sion in which the student is concentrating, and at least a half- 
course in each of three other divisions. The divisions are 
Bible, church history, theology and practical theology. Of 
the nine electives, at least three must be taken in the Epis- 
copal Theological School; the others may be taken in the 
allied schools. The B.D. degree is conferred upon those who 
complete the course and present an acceptable thesis. 

There are seven stone structures; one containing lecture- 
rooms and assembly hall; two dormitories; a refectory; a 
library; a chapel, used also as a regular church, and the dean- 
ery. The library contains about 21,000 volumes. 

The plant and equipment (January 30, 1922) are valued at 
$486,333; productive endowment, $1,010,936; funds sub- 
ject to annuities, $5,000; other assets, $43,408; total assets, 
$1,545.677. Expense: administration, $5,977; instruction, 
$36,055; maintenance (plant and equipment) $12,975; stu- 
dent aid, $2,343; total, $57,350. Income: from endowment, 
$40,578; tuition, $2,840; individual contributions, $7,544; 
other, $3,049; total, $54,011. 

Scholarships and other pecuniary aid are available for stu- 
dents whose circumstances require it. Scholarships amount- 
ing to $150 each, to cover tuition, are available for men main- 
taining an average of B. 














ONE HUNDRED SEMINARIES 


NEW CHURCH THEOLOGICAL SCHOOL 


Church of the New Jerusalem. President, William L. 
Worcester, A.B. 


Organized at Waltham in 1866, the school moved to Boston 
in 1878; in 1881 it obtained its original charter. In 1889 
the institution moved to its present site in Cambridge. 

Directors of the corporation, or business directors of the 
school, must be members of the Convention. They are fifteen 
in number, all laymen. The board of managers, or educa- 
tional directors, are elected by the Convention; they num- 
ber twelve, eight ministers and four laymen, including one 
woman. 

There are two full-time and six part-time faculty members. 
“Tt is assumed that teachers are loyal to the principles of the 
New Jerusalem Church.” 

College preparation or the equivalent is required for the 
regular course. 

In 1920-21 there were eight students, all members of the 
Church of the New Jerusalem; four from New England, one 
from Maryland, two from Switzerland, one from the Island 
of Mauritius. Only one had a college degree. In 1921-22 
the enrollment was twelve. 

Virtually all work is prescribed; but ‘“‘special courses” are 
offered in spiritual interpretation of the Scriptures, in sys- 
tematic theology and in philosophy, which enable the students 
to study the subject in greater detail. The theology and phi- 
losophy are based on the teachings of Swedenborg; and 
Latin, as well as Greek and Hebrew, is required. Students 
do Sunday preaching and some field work in connection with 
a settlement house. 

“Students with a college degree, completing the work |of 
the three years. receive a diploma of graduation. Applicants 
without college preparation may, on vote of the Faculty, be 
admitted to the school fora designated period. Such stu- 
dents receive certificates stating the length of time they have 


[289] 











THEOLOGICAL EDUCATION IN AMERICA 


been at the school and the character of the work they have 
done.” 

The campus covers an area estimated at half an acre. There 
are the school building, a residence (now rented and a source 
of income) and a chapel of gray stone, built in 1901. The 
library consists of about 15,000 volumes and includes various 
editions of Swedenborg’s works, and series of bound 
periodicals. 

Plant and equipment are valued at $100,000; productive 
endowment, $155,000; total assets, $255,000.28 Expense: 
$16,000, of which $11,000 was for instruction. Income: from 
endowment, $11,000; individual contributions, $5,000; total, 
$16,000. 





HARVARD THEOLOGICAL SCHOOL 


Undenominational. Dean, Willard Learoyd Sperry, D.D. 


The Theological School in Harvard University was formed 
in 1922 by the affiliation of Andover Theological Seminary 
and Harvard Divinity School. Under no denominational con- 
trol, instruction in theology has been given at Harvard ever 
since the college was founded; the divinity school was first 
differentiated from the College, as a distinctive professional 
school, in 1816; the divinity faculty was organized in 1819; 
in its early history representing the Unitarian belief; later, 
and especially since 1880, including in its faculty men of 
several denominations. 

Andover Seminary was established at Andover, by Congré- 
gationalists of differing theological views, in 1807, and was 
opened in 1808, under no ecclesiastical control, the first fully 
equipped school in the United States for the training of min- 
isters; removed to Cambridge in 1908 for greater facilities 
and closer contact with university thought and church in- 
terests. 

The active faculty list contains twenty names, there being 
eleven full-time instructors, three on Andover foundations 





*Figures are approximate. 


[290] 











ONE HUNDRED SEMINARIES 


and eight on Harvard, seven full-time university instructors 
and two part-time instructors. 

The enrollment of 1922-23 was: graduate students, twenty- 
five; senior, one; middlers, five; juniors, twelve; special, 
twelve; total, fifty-five. Of these, twenty-nine were from 
Massachusetts, nineteen from other states, and seven from for- 
eign countries. The undergraduate work of these students 
was taken in twenty-eight United States colleges and seven 
foreign institutions; nineteen other institutions are represented 
in their graduate work. 

There is no required list of studies; entire freedom of elec- 
tion is allowed under the advice of the faculty. The coherence 
and solidity of the course is insured by the requirement, for 
graduation, of examinations in seven subjects—examinations 
which involve the fundamentals of a theological course. 

The degree S.T.B. is granted, after three years of profes- 
sional theological study, to holders of the A.B. degree or its 
educational equivalent; advanced degrees after graduate study 
in the Theological School and Faculty of Arts and Sciences. 

The library of 125,000 volumes is made up of the Andover 
Seminary library and the Harvard Divinity library, which 
were united in 1911 to form the Andover-Harvard Theologi- 
cal Library. The Andover collection is strong in German 
biblical scholarship; the Harvard collection is strong in 
French books. 

Andover Hall, built by Andover Seminary on land adjacent 
to Harvard University, contains the library, chapel, lecture- 
rooms, administration offices, professors’ studies, and accom- 
modations for fifteen students, with a hall for social purposes. 
Divinity Hall, a Harvard building, is a dormitory containing 
thirty-nine rooms, with social-rooms and chapel. 

The financial data are: plant and equipment (Andover 
Theological Seminary), $302,000; (Harvard Divinity School) 
about $80,000; invested funds (Andover), $780,252; (Har- 
vard), $697,742. Expense: administration (budget of 1922- 
23), $27,000; instruction, $68. 500; library, $7,000; total, 
$104,500. Total income, $80,800. 


[291] 

















THEOLOGICAL EDUCATION IN AMERICA 


A limited number of fellowships and scholarships yield- 
ing from $150 to $800 per year is available as student aid. 


CRANE THEOLOGICAL SCHOOL 


Universalist. President, Lee Sullivan McCollester, S.T.D. 


The school.is a part of Tufts College, the charter of which 
was obtained in 1852. Although the college was founded 
by members of the Universalist denomination, the charter 
provides that no instructor in the college shall ever be re- 
quired to profess any particular religious opinions as a test 
of office. In 1869 the theological department was, made 
“Tufts Theological School”; the present name was adopted 
in 1900. 

The 'board of trustees is self-perpetuating. The trustees 
and faculty were at first Universalist. This custom prevails 
in the choice of trustees, but is not insisted upon. 

There are five full-time and nine part-time faculty mem- 
bers. Universalists are preferred. 

For admission to the courses leading to the B.D. degree, 
the A.B. is a prerequisite. There is also a six-year course 
leading to the A.B. and S.T.B. degrees, for entrance to which 
high-school graduation is required. 

In 1922-23 there were twenty-four students, of whom 
eighteen were Universalists, three Unitarians, two Congrega- 
tionalists and one a liberal from India. Fourteen were from 
New England; three had college degrees. 

The requirement for the combined course leading to tlie 
A.B. and the S.T.B. degrees, is 183 semester hours; for the 
B.D., three years’ work beyond the A.B. Thirty semester 
hours of elective work are allowed in the former; eighteen 
in the latter. | 

Two buildings of the Tufts College group are used exclu- 
sively by the theological school, one as a class and administra- 
tion building, the other as a dormitory. The seminary library 
is valued at $3,000. The school has the use of all the col- 
lege equipment. 

Plant and equipment are owned by the college as a whole. 


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ONE HUNDRED SEMINARIES 


The endowment of the theological school is $300,000; the 
expenses were: salaries, $12,000; maintenance, $6,000. The 
income was $20,000. 

Students preparing for the Universalist ministry may ob- 
tain scholarships covering tuition and room rent provided 
they maintain a high grade of scholarship. The General Con- 
vention of Universalists grants loan scholarships not exceeding 
$150 a year to any one student. 


MINNESOTA 


AL ST. PAUL 


BETHEL THEOLOGICAL SEMINARY 
LUTHER THEOLOGICAL SEMINARY ®? 
LUTHER THEOLOGICAL SEMINARY ® AND TRAINING SCHOOL 


All but one of the seminaries of the Twin Cities are Luth- 
eran. These represent German, Swedish and Norwegian 
strata in the population. Of St. Paul’s 234,698 population, 
26 per cent. is foreign-born. The Twin Cities are industrial, 
educational and cultural centers of the Northwest. 


BETHEL THEOLOGICAL SEMINARY 


Baptist, Northern Convention. President, G. Arvid Hag- 
strom, D.D. 


Bethel Institute is on the outskirts of St. Paul, half a mile 
from the end of a car line, and includes a preparatory school 
as well as the seminary. 

It was founded in October, 1871. 

The members of its board are elected by the Swedish Bap- 
tist General Conference. On the board are twenty-eight busi- 
ness men and ‘thirty-five ministers. Twenty-one are charged 
especially with the care of the educational work of the con- 
ference. 


* These seminaries have not sent sufficient data for a résumé. 


[293] 





































THEOLOGICAL EDUCATION IN AMERICA 


There are four full-time professors and three are on part- 
time. 

High-school graduation is required for admission. The 
school encourages men to go to college after graduating from 
the seminary, in the belief that they then get more out of the 
college course. 

Of the thirty-one students, all were Baptists; eight were 
from Minnesota, sixteen from other states, six from Sweden 
and one from Finland. Sixteen were graduates of Bethel 
Academy and two of high-schools, while thirteen were finish- 
ing the shorter course, or taking special work. 

The course of study is open to both sexes. It comprises 
the usual seminary subjects, with a year each of religious 
pedagogy, Christian ethics and sociology. Very little super- 
vision is given to field'work. There is also a two-years’ Bible 
and missionary training course, which aims to train students 
of both sexes for all forms of home and foreign mission work. 
Much of the teaching is in Swedish, as the churches the stu- 
dents are to serve are bilingual, but courses are being taught 
more and more in English. The catalogue is printed in 
Swedish. , 

Bethel Institute is situated on an eight-acre site. The 
seminary and academy occupy separate buildings. The library 
contains about 16,000 volumes. 

The finances of the seminary are not kept separately. 





MISSOURI 


AT ST. LOUIS 


CONCORDIA THEOLOGICAL SEMINARY 
EDEN THEOLOGICAL SEMINARY 
XENIA THEOLOGICAL SEMINARY 


The influence of German tradition and the historic conserv- 
atism of a southern city of prestige are strong in St. Louis, 
which is a border industrial and distributing center, with an 


[294] 

















ONE HUNDRED SEMINARIES 


urban population of 772,897 in a state still preeminently rural. 
One-tenth of the people are Negroes and 13 per cent. foreign- 
born. Washington and St. Louis Universities offer facilities 
of higher education. Diverse elements and types make the 
church and the social group; the Roman Catholic church is 
large in proportion to population; 40 per cent. of the Protes- 
tant churches are of German-speaking origin; the others di- 
vide between the northern and southern branches of their 
denominations. There is a federation of churches, and there 
are three theological seminaries : 


CONCORDIA THEOLOGICAL SEMINARY 


Lutheran, Missouri Synod. President, Francis Pieper, D.D. 


The institution was opened in 1839 and the charter obtained 
in 1853. 

The trustees are the members of the board of directors of 
the Lutheran synods of Missouri, Ohio and other states. 

Twelve full-time professors teach from three to ten hours 
per week. 

Training equivalent to two years in college, including a 
working knowledge of English, German, Latin, Greek and 
Hebrew, is required for admission. The curriculum is pre- 
scribed and offers certain courses in education. The 361 
Lutheran students represent twenty-eight states and five for- 
eign countries; 106 students were graduated in 1922. 

One of the two buildings was built in 1882, the other in 
1908. The library is estimated at $15,000. The expenditures 
were $44,596. For student aid $4,000 are available. Com- 
plete financial data are not furnished. 


EDEN THEOLOGICAL SEMINARY 


Evangelical Synod of North America. President, S. D. 
Press, D.D. 

Opened in 1850 near Marthasville, this institution provided 
preparatory and collegiate work until the founding of a pro- 
seminary in 1871. The seminary moved to St. Louis in 1883. 

[295] 















THEOLOGICAL EDUCATION IN AMERICA 


The board of directors consists of nine pastors and five 
laymen elected by the synod at its quadrennial conference, and 
the presidents of Elmhurst College and Eden Seminary ex- 
officiis. 

There are six full-time professors, one of them acting as 
administrative officer, and one part-time teacher. The num- 
ber of teaching hours per week is ten to fourteen. Faculty 
members must be evangelical, and teaching is limited by the 
confession and statutes of the synod. 

The applicant for admission must be between the ages of 
eighteen and twenty-five and offer four years*° of college 
work. The ninety-two students, all of the evangelical faith, 
are chiefly from Elmhurst College. They are from fourteen 
states, from Canada and Switzerland. 

The diploma is given :only to those graduates who have 
taken the full course of 120 semester hours. The curriculum 
permits no field work; courses at Washington University are 
available on a basis that permits students with two years of 
college work to secure the A.B. degree from Washington 
University at the time of seminary graduation. Evening 
courses in social service and philanthropy are available. 

The plant, located one mile from the city limits of St. 
Louis, consists of five faculty houses and a single large build- 
ing which includes dormitory quarters. 

The general conference has made provision whereby 
churches or individuals are encouraged to meet the necessary 
expenses for needy students; there is also a fund to provide 
books for such students. The seminary does not furnish a 
financial statement. 


XENIA THEOLOGICAL SEMINARY 


United Presbyterian. President, Melvin Grove Kyle, D.D., 
ILI Ey BP 


In 1794, a seminary belonging to the Associate Presbyterian 
church was founded by a minister who held ifs sessions at 


* In 1922-23. 


[296] 








ONE HUNDRED SEMINARIES 


his residence in Service, Pennsylvania. In 1921, it moved to 
Canonsburg, Pennsylvania; in 1855 to Xenia, Ohio: in 1920 
to St. Louis, Missouri. In 1830 there was consolidated with 
_ it another associate seminary; in 1874 it absorbed Monmouth, 
formerly Oxford Seminary. The name was changed in 1858 
when the United Presbyterian church was formed; but the 
charter was not received until 1877. 

The board of managers, at present twenty-two ministers 
and thirteen laymen, is elected by the seven synods of the 
United Presbyterian church; this board in turn elects nine 
members known as the board of trustees, of whom all except 
one are laymen. The president of the seminary is ex-officio 
a member of both boards. 

There are five professors and two instructors, all on full- 
time. It is required that professors be United Presbyterians 
and that they pledge themselves to denominational standards. 

For admission a full college course or the equivalent is 
required. In 1921-22, there were thirty-one students, of whom 
nineteen were United Presbyterians and twelve belonged to 
other denominations. Ten states and India were represented. 
Sixteen of the students had college degrees. In 1922-23, 
there were thirty-seven undergraduate students, eleven grad- 
uate students in residence, and nine in the English Bible de- 
partment. 

There are three courses. The courses for graduation are the 
standard Hebrew-Greek Diploma course, and the Greek- 
English Diploma course including an equivalent for the He- 
brew work added in other departments. The degree of Bach- 
elor of Divinity is conferred, after a year of. post-graduate 
work, only upon those who have taken the Hebrew-Greek 
course and have also A.B. from a standard college. 

__ The two buildings are for dormitories and for recitation 
_and administration respectively. The library is valued at 
about $12,000. Plant and equipment are valued at $200,000: 
- productive endowment, $217,035, plus seventy-five acres of 
' farm land; real estate at Xenia valued at $30,000 and non- 
productive. Income: from endowment, $13,000; individual 
contributions, $7,000; church contributions, $7,350; rents, 


[297] 











THEOLOGICAL EDUCATION IN AMERICA 


$1,000; total, $28,350. Expense: administration, $3,738; 
promotion, $750; instruction, $17,050; maintenance (plant 
and equipment), $5,039; library, $500; student aid, $475; 
other expenses, $100; total, $27,652. 

“Members of the junior class will receive the sum of $50 
each on condition of their engaging in religious work in the 
churches of the community, or in adjacent fields. Additional 
aid will be granted as there may be need to any whose work 
is of standard character.” 


AT WARRENTON 
CENTRAL WESLEYAN THEOLOGICAL SEMINARY 


Methodist Episcopal. President, O. E. Kriege, A.M., D.D. 


Located sixty miles from St. Louis, in a village of 800 
within a farming community having a large proportion of 
foreign-speaking people, the seminary is a department of 
Central Wesleyan College. It was recognized as an official 
theological seminary of the Methodist church in 1910. 

Three trustees are elected by the alumni association, eight 
by the board of trustees and five each by the two patronizing 
conferences. The body is made up at present of eleven min- 
isters and ten laymen. 

There are two full-time and two part-time professors, of 
whom all have the A.B. and three have the A.M., one from 
Iowa Wesleyan, the others from Central Wesleyan. Their 
theological education represents Garrett Biblical Institute and 
Boston University. Faculty members must be ministers in 
good standing in the Methodist Episcopal church. Teaching 
hours are twelve to sixteen per week. 

Graduation from high school is the requirement for ad- 
mission. Fifty-four students, seven from China, the others 
representing Texas, Missouri and six other states, were in at- 
tendance in 1921-22. All but one were members of the Meth- 
odist Episcopal church. Theological students are students of 
the college who major in the department of Bible and reli- 
gion. There is a department of sociology. The college is a 


[298] 





ONE HUNDRED SEMINARIES 


member of the Missouri College Union and fully accredited by 
the University of Missouri. 

The B.D. is granted for classroom work and a required 
thesis. 

No discrimination is made in the financial statement of the 
college to show the financial operations of the seminary. 

“Liberal terms as to student aid can be made to students of 
theology bearing proper credentials.” 

Of goo graduates of Central Wesleyan College, 258 have 
entered the ministry and thirty-eight some special form of 
church or missionary service. 


NEBRASKA 


AT OMAHA 
PRESBYTERIAN THEOLOGICAL SEMINARY 


Presbyterian U. S. A. President, Rev. James Marquis 
Wilson, D.D., LL.D. 


A manufacturing and distributing center with a population 
of 191,601, in a prairie state that has strong German and 
Scandinavian admixtures, Omaha has sixteen Presbyterian 
churches and two higher educational institutions of Presby- 
terian origin. The University of Omaha is now counted non- 
sectarian. 

The Presbyterian Theological Seminary was organized in 
18g1. 

The faculty consists of five full-time men, all of whom 
pledge themselves not to teach directly or indirectly anything 
contrary to or inconsistent with the system of doctrine of the 
Presbyterian church. 

Applicants who are not college graduates must produce 
certificates from their ecclesiastical bodies expressing approval 
of their entrance upon theological study without further lit- 
erary preparation. 

The twenty-eight students of 1922-23 represent twelve 
states, two foreign countries and eighteen educational insti- 


[299] 











THEOLOGICAL EDUCATION IN AMERICA 


tutions; ten are not college graduates. They are mature, 
some of them men almost of middle life. 

The records of students are kept only in the minutes of the 
faculty. 

The educational program requires 128 semester hours for 
the degree, 96 for graduation. One-third of the course may 
be electives. The B.D. degree signifies a fourth year of 
study; work done in absentia is accepted for it. “The stu- 
dent must be a graduate of both a college and a seminary 
and have studied Hebrew for one year and Greek two years.” 

The library contains almost 8,000 volumes. It indicates a 
conservative attitude toward theological interpretation which 
is borne out in the teaching. The professor of church history 
is designated as the librarian. The books are catalogued by 
modern system and all the library facilities are in the room. 

An excellent three-story pressed brick building, heated with 
steam throughout and provided with electric light and gas, 
serves for administration, class work, chapel, library and dor- 
mitory. The campus covers two entire city blocks. 

Lands and building are valued at $100,000; other seminary 
holdings, $150,000; general endowment, $75,000; professors’ 
endowment, $55,500; scholarship, $8,370. Income from li- 
brary and other sources, $7,500. Income, $16,035; disburse- 
ments, $18,000. 

If the board’s scholarship should prove insufficient, an ad- 
ditional sum not exceeding $100 may be granted from the 
funds of the seminary to needy students. 





NEW JERSEY 


AT BLOOMFIELD 
BLOOMFIELD THEOLOGICAL SEMINARY 


Presbyterian Church in the United States of America 
President, Harry E. Richards, A.M., M.D. 


The campus occupies several acres near the center of a city 
of 22,011 located twelve miles from New York. 


[300] 








ONE HUNDRED SEMINARIES 


The institution was founded in 1869 to meet the need of an 
adequate ministry for recent immigrants. 

The members of the board of directors are nominated by 
the board and approved by the Presbytery of Newark. 

The faculty consists of sixteen members, four being ranked 
as professors. 

In 1921-22 there were seventy-one students, of whom eigh- 
teen were in the theological department. They are grouped, 
especially in the lower grades, by their native languages, Ger- 
man, Italian, Russian, Hungarian and Ruthenian. 

Applicants for admission to the academy must pass exam- 
inations in Old Testament and universal geography in a for- 
eign tongue, and in the fundamentals of grammar of a for- 
eign tongue; in Hurlbut’s Bible Stories, geography of Amer- 
ica and arithmetic in English; and in the English language. 
For those unable to pass the entrance examinations, a two- 
years’ preparatory course is provided. The academy course 
occupies five years and is equivalent to high school plus one 
year of college work. The work of the theological depart- 
ment proper occupies three years. Instruction in the Bible is 
given throughout the entire course. “The system now pur- 
sued trains the student to preach in English as well as in his 
native tongue so as to deliver sermons to the masses in the 
United States understanding only a foreign tongue.” The 
diploma of the seminary is granted to such students as com- 
plete the full course. 

There are two buildings: a four-story dormitory and re- 
fectory; and a new hall containing administration offices, reci- 
tation rooms, chapel, library and laboratory, besides gymna- 
siums and shower baths. ‘Off campus are two buildings for 
instructors and their families. 

The land and buildings are valued at $126,240; all other 
seminary holdings, $258,472. Income: $29,346. Disburse- 


ments, $29,157. 


1801] 








THEOLOGICAL EDUCATION IN AMERICA 


AT EAST ORANGE 
INTERNATIONAL BAPTIST SEMINARY 


Baptist Northern Convention. President, Frank L, Ander- 
son, A.B: B.D:, D.D. 


The seminary is located in a suburb of New York; a purely 
residential city with a population of 50,710. 

In 1919, it was decided by the American Baptist Home 
Mission Society to unite several schools for the purpose of 
training foreign-speaking students for work among their own 
groups in the United States. During 1920 and 1921 the Rus- 
sian, Hungarian, Polish, Czecho-Slovakian and Italian schools 
moved to East Orange and a Roumanian department was 
begun. The Spanish-American department is still located ‘at 
Los Angeles. The seminary is not yet incorporated; the 
property belongs to the American Baptist Home Mission 
Society. 

“The Board has been organized so that it will represent the 
American Baptist Home Mission Society, other missionary 
organizations which are interested in this work, and especially 
the Baptist associations of the different foreign groups for 
which the seminary exists.” 

There are fourteen faculty members, eight of them being 
ministers. 

In 1921-22 there were seventy-three students: seven in the 
Czecho-Slovak department, eight in the Hungarian, nine in 
the Italian, nine in the Polish, four in the Roumanian, twenty 
in the Russian, twelve in the Spanish-American and four 
special students. They represented sixteen states. Sixty-six 
were Baptists. The academic standards for admission are 
very flexible. 

There is a two-year preparatory course and also a regular 
course covering three years. All work is prescribed. Much 
of the work is done in the native tongues of the various groups 
of students. There are courses in English, both for beginners 
in the language and for those who have already studied 
English. 


[302] 











ONE HUNDRED SEMINARIES 


The seminary confers no degrees. 

There are two large buildings, situated on the seven-acre 
campus, and four other houses in the vicinity which are used 
as dormitories for professors and students. The library con- 
tains about 3,000 volumes. 

The available financial data are: plant and equipment, 
$253,000. 

Expense: administration, $7,348; instruction, $14,473; 
maintenance (plant and ‘equipment), $7,537; student aid, 
$1,522; other, $16,775; total, $47,655. Income: from board, 
$6,831; other sources, $40,326; total, $47,157. 

Aid may sometimes be had from education or missionary 
societies, but students are expected to meet as large a part 
of their expenses as possible, and no student will be helped 
who does not do his utmost in the matter of self-help. 


AT PRINCETON 
PRINCETON THEOLOGICAL SEMINARY 


Presbyterian Church in the United States of America. 
President, J. Ross Stevenson, D.D., LL.D. 


The seminary is located in a town of 5,917, the home of 
Princeton University, with traditions dating from pre-revolu- 
tionary days. 

The institution was organized in 1812. In 1822, a charter 
incorporating the Trustees of the Theological Seminary of 
the Presbyterian Church at Princeton, New Jersey, was 
granted, and, in 1824, after being amended, was accepted by 
the General Assembly. 

The faculty consists of twelve professors and three instruc- 
tors. There are two endowed lectureships and several lec- 
turers in the department of missions. Members “shall teach 
nothing contrary to the standards of the Presbyterian Church 
in the United States of America.” 

In 1922-23 there were 215 students, including forty-five 
graduate and six partial students; and 192 had degrees. Of 
the twenty-three without degrees, four were graduates of 


[303] 











THEOLOGICAL EDUCATION IN AMERICA 


European gymnasia and four of colleges in the Orient; only 
two being without any college training. They represented 
103 colleges and twenty-one theological seminaries; thirty- 
one states and thirteen countries; and twenty-eight denom- 
inations. 

A college degree or an examination is the academic re- 
quirement for admission. 

Ninety-six semester hours of work are required for grad- 
uation. Prescribed hours range from nineteen in biblical 
languages to one each in history of religion and Christian 
sociology. 

The degree of Th.B. is given on completion of the regular 
three-year course. The degree of Th.M. is granted to grad- 
uates of a theological seminary on completion of a fourth 
year of graduate study in theology. Both degrees presuppose 
a degree in arts. 

The campus contains perhaps ten or twelve acres of beau- 
tiful wooded land. There are nine main buildings: the chapel, 
a recitation hall, a gymnasium, three dormitories, an apart- 
ment house for missionaries on furlough studying at the sem- 
inary and two library buildings. There are also eleven resi- 
dences for professors. The library contains ‘about 115,000 
bound volumes and 38,000 pamphlets. It is maintained partly 
by endowments and partly by appropriations from the gen- 
eral funds. 

The total value of lands and buildings is estimated at 
$620,399; endowments, $3,704,720; total assets, $4,325,1193 
additional endowment received, during the year, $221,320. In- 
come account for the year, $189,951. Disbursements for the 
year, $206,253. 

Nearly all students receive financial aid, many from the 
Presbyterian Board of Education and many from seminary 
scholarships. Six fellowships, yielding about $600 each, are 
open to competit within the graduating class. 











ONE HUNDRED SEMINARIES 


AT NEW BRUNSWICK 


THEOLOGICAL SEMINARY OF THE REFORMED CHURCH IN 
AMERICA 


Reformed Church in America. President of the Faculty, 
John H. Raven, D.D. 


New Brunswick is a manufacturing city of 32,779, with 
a foreign-born population of 27 per cent. The State Univer- 
sity of New Jersey, including Rutgers College and the New 
Jersey College for Women, is located here. 

Organized in 1784, as a constitutional part of the organ- 
ization of the church, the seminary has no charter. It has 
been located in New Brunswick since 1810 and on its present 
campus since 1856. 

The General Synod of the Reformed Church in America 
has general control of the institution. It elects the faculty, 
a board of superintendents which has oversight of the edu- 
cational affairs of the seminary and nominates candidates for 
vacant professorships; and a standing committee which cares 
for the property. 

The faculty is composed of six professors, five instructors, 
one lector, a librarian, an assistant librarian and many occa- 
sional lecturers. Full professors must be ordained ministers of 
the Reformed Church in America. All professors and lectors 
are pledged to loyalty to truth of Holy Scripture “as inter- 
preted by the standard of the Reformed Church in America.” 

There were twenty-seven students in 1921-22, twenty-six 
being members of the Reformed Church in America. Twenty- 
four had college degrees. Seven states were represented. 

A Bachelor’s degree is regarded as the usual qualification 
for admission; but occasionally students without this degree 
are received ‘‘on probation.” 

Three years are required for graduation; the curriculum 
is prescribed by the General Synod of the Reformed Church 
in America. Candidates for the ministry of the Reformed 
church “dispensed” from the study of Hebrew or Greek are 
required to take a course in the exegesis of the English Bible. 


[305] 











THEOLOGICAL EDUCATION IN AMERICA 


No degree is conferred by the seminary. The B.D. is con- 
ferred by agreement with Rutgers College after one year of 
postgraduate work. 

The campus covers six acres. There are three buildings, 
The library contains 56,000 volumes and many pamphlets. 

Four residences for professors and one for the librarian 
are on the campus. 

Plant and equipment are valued at $461,000; productive 
endowment, $700,000; total assets, $1,161,000. 

Income (approximate): from endowment, $37,000; church 
contributions, $3,000; total, $40,000. 

Aid may be secured from the board of education and from 
the seminary. There are three competitive scholarships for 
members of the junior class. 





AT MADISON 
DREW THEOLOGICAL SEMINARY 


Methodist Episcopal. President, Ezra Squier Tipple, Ph.D., 
led DEW GBIE) i Dike) 


Located in Madison, twenty-four miles from New York 
City, the seminary maintains an office and a bureau of field 
work in New York. 

The institution was founded in 1866 and formally opened 
the next year; the first class was graduated in 1869. 

The trustees are elected by the General Conference of the 
Methodist Episcopal Church. 

The faculty consists of sixteen full-time and twenty part- 
time members. Every full professor must be a member of 
the Methodist Episcopal church. 

The A.B. degree is required for admission to the course 
leading to the B.D.; admission to the diploma course is by 
examination. | 

There were 219 students in 1922-23, 196 being Methodist 
Episcopalians. One hundred and twenty-eight had college de- 
grees and thirty-five others had attended college. Twenty- 
eight states and eight foreign countries were represented. 


[306] 








ONE HUNDRED SEMINARIES 


Ninety-eight semester hours are required for graduation, 
forty-four being prescribed and twelve to be taken in desig- 
nated departments. There is a department of rural exten- 
sion and a model farm is being constructed for the instruc- 
tion of students. The seminary includes a college of mis- 
sions in addition to the school of theology, and courses in the 
graduate schools of Columbia and New York University are 
open to Drew students without charge. 

The degree of B.D. is conferred upon college graduates 
who complete the course and pass a satisfactory examina- 
tion. Those who complete the diploma course receive the 
diploma of the institution. The Master of Arts, Master of 
Theology and Doctor of Theology degrees are given for grad- 
uate work. 

The campus consists of ninety-seven acres, heavily wooded. 
There are a main hall, built in 1832-33, four dormitories, 
a library building, an administration building and chapel and 
a gymnasium; also ten residences for professors. The library 
consists of about 140,000 volumes; and the periodicals, in- 
cluding British and German, are of wide range. There is 
also a collection of manuscripts and early Methodist items 
valued at $35,000. 

The financial data are as follows: plant and equipment are 
valued at $1,664,450; productive endowment, $868,600; un- 
productive endowments, $10,500; funds subject to annuities, 
$11,000; total assets, $2,554,550; liabilities, $47,000; net 
assets, $2,507,550. 

Expense: administration, $14,500; promotion, $2,180; 
instruction, $60,000; maintenance (plant and equipment), 
$16,000 ;11_ library, $6,800; student aid, $9,500; other, 
$29,210; total, $138,190. 

Income: from endowment, $55,000; fees, $7,500; indi- 
vidual contributions and other sources, $77,200; _ total, 
$139,700. 

Loans are available through the seminary funds, through 
several educational societies and through the general board of 


“Exclusive of heat, light and water. 


[307 | 











THEOLOGICAL EDUCATION IN AMERICA 


education of the church. There are also some scholarships 
available. 

“Drew Theological Seminary was chartered as an univer- 
sity with all the privileges and powers of an university. It 
is the announced purpose of the trustees to develop here a 
theological university, or university of religion for training 
for all forms of Christian service. The College of Theology 
was established in 1867, the College of Missions in 1920, and 
it is planned to establish a College of Education in the near 
future.”’ 


NEW YORK 


AT AUBURN 
AUBURN THEOLOGICAL SEMINARY 


Presbyterian U.S. A. President, George B. Stewart, D.D., 
jb EV BP 


The institution is situated on a fifteen-acre campus in the 
heart of the city of Auburn. The chief industries of the city 
are a plant of the International Harvester Company, a rope 
manufactory, three large shoe shops, stationary engine and 
farm machinery factories and about twenty other major in- 
dustries. About 15 per cent. of the population of 36,142 is 
foreign-born. Four Presbyterian churches are within the city 
limits. 

Auburn Theological Seminary was organized in 1818 and 
opened for students in 1821. Independently of the general 
assembly, the Synod of Geneva established the seminary, 
which has had a continuous history. 

The school year consists of two semesters of fifteen weeks 
each. 

Twelve full professors constitute the faculty. 

College graduation is the standard admission requirement; 
examinations are also used. Of the forty-one students en- 
rolled, thirty-one are Presbyterians. The others represent six 
other denominations. Twenty-two are from the state of New 


[308 ] 











ONE HUNDRED SEMINARIES 


York, one from each of ten other states, six from Japan and 
two from China. Nineteen colleges are represented. Thirty 
of the forty students are college graduates. 

Fifty-four out of ninety semester hours are prescribed 
work. A broad range of electives is advertised. The B.Th. 
degree is conferred on college graduates or other students of 
high attainments who pursue successfully during the course 
a limited number of hours of Hebrew and Greek. To those 
not taking the language courses a diploma is issued. 

The library is large and well equipped, has 42,000 volumes 
and a $32,000 endowment. An extension department reaches 
many alumni and other pastors annually. The main building 
provides dormitory, administrative and lounging rooms and 
lecture-rooms. The recitation building is in the form of a 
cross and contains six well-lighted and spacious lecture-rooms. 
The chapel is a separate unit. A club building at the edge 
of the campus provides social and dining-hall facilities. 

The financial data are: plant and equipment, $500,000; 
endowment, $1,065,000. Expenses: administration, $7,935; 
instruction, $36,467; maintenance, $6,975; library, $1,876; 
student aid, $11,137; with other expenses, total, $91,417. 
Annual income: from endowment, $51,730; tuition, $14,234; 
individual contributions, $13,610; church contributions, $11,- 
546; other, $297; total, $91,417. 

Two graduate fellowships are available, each yielding $600 
for two years. Students are eligible to compete for the fel- 
lowship of $1,000 of the American School of Oriental Re- 
search for further study in Jerusalem. Resident fellowships 
of from $150 to $250 per year are available. Scholarships 
for deserving needy students are provided by the Presbyterian 
Board of Education and by the seminary. 

A plan of seminary extension includes the Summer School 
of Theology and the Summer School for Christian Workers, 
the former for pastors, the latter for lay workers. In addi- 
tion to members of the regular faculty, numerous other spe- 
cialists constitute the teaching staff. These schools were re- 
spectively attended last year by sixty-two and 237 students 
from ten different communions. 


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THEOLOGICAL EDUCATION IN AMERICA 


In September, 1921, the seminary opened a School of Reli- 
gious Education for the training of lay leaders and workers. 
It is open to both men and women, and confers the degrees 
of Bachelor and Master of Religious Education. While the 
seminary equipment is at the disposal of the students and 
faculty of the school, it has its own separate dormitories, 
dining-hall, recitation rooms and working library. Its faculty 
is composed of a dean, some of the seminary professors, and 
others—in all eleven. 

There are offered eighty-six courses, arranged in five 
groups. In 1922-23 forty-eight students were enrolled in the 
school. Seminary students are allowed, with the consent of 
the faculty, to pursue courses in the school, and students in 
the school, with a like consent, are allowed to pursue courses 
in the seminary. 





AT BUFFALO 
DE LANCEY DIVINITY SCHOOL 


Protestant Episcopal. Dean, G. Sherman Burrows, B.D., 
D.D. 


This school has found an environment suited to its pur- 
pose in a city of 506,775 accessible to rural and smaller city 
centers. It is the successor of a diocesan school begun in 
April, 1850, and in which some thirty students, among them 
four who became bishops, and many others who became well- 
known priests of the church, received their theological train- 
ing. In 1860 was founded “The Senior Department of the 
Diocesan Training School of Western New York”. In 1866 
the school was renamed “The DeLancey Divinity School”, 
in memory of its founder, who had given a large part of 
its original endowment. 

The school year lasts about thirty-five weeks. 

The faculty has eight part-time members who are rectors 
of parishes and one on full-time. 

Admission is by examinations required by canons of the 
General Convention of the Protestant Episcopal Church. 


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ONE HUNDRED SEMINARIES 


Candidates for admission to regular standing must present a 
college degree, except such persons of suitable age and attain- 
ments as may be admitted on recommendation of the warden 
and consent of the bishop of the diocese. 

The special work of the institution has been the prepar- 
ing for holy orders of students whose circumstances do not 
admit of their entering the larger seminaries of the church. 
These are chiefly (a) those from the business world; (b) 
those from the ministry of other religious bodies; (c) those 
more or less dependent on secular occupations while pursuing 
their studies. In 1921-22 ten students were enrolled. 

The general course of study pursued in the school occupies 
three years, with a postgraduate year if desired. Instruction 
is given by clergymen of the diocese in semi-monthly lectures, 
with study in assigned textbooks and examination at the 
completion of the year’s course. In addition to the prepa- 
ration of college men for the ministry, it seeks to prepare, 
for the more modest parishes, mature men who have no col- 
lege training. Grantingit is necessary to have for the 
churches men with less preparation, this school works in the 
direction of specialization which may result in a partial solu- 
tion of the problem of shortage. Students completing the 
course of study in full receive a diploma after examination. 
No degrees are granted. 

The library contains about 5,000 volumes, 10 per cent. of 
which are modern, usable books. 

In 1920, the school was moved from Geneva to Buffalo. 
It is now housed on the Diocesan Church Compound in a 
building adapted for the purpose intended. The dean’s office 
and lecture-rooms are on the first floor; the warden’s apart- 
ments above. 

The financial data are: plant and equipment $36,000; en- 
dowment $70,900; total assets $106,900. Expenses: admini- 
stration and instruction $2,900; other $900; total $4,300. 
Income: endowment $3,213; church contributions $1,250; 
total $4,463. 

Tuition, textbooks and books of reference and the expenses 
of students in attending lectures are provided. 


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THEOLOGICAL EDUCATION IN AMERICA 


At the provincial synod of 1922, the school was recog- 
_ nized as a provincial institution of the Province of New York 
and New Jersey. It, therefore, has ceased to be purely 
diocesan as it was before. 


AT CANTON 
CANTON THEOLOGICAL SEMINARY 


Universalist. Dean, J. M. Atwood, B.D. 


Situated in a little town of 2,631, this seminary is a part 
of St. Lawrence University, which has also a college depart- 
ment and an agricultural department. There is one church 
of this denomination in the city. 

St. Lawrence University was chartered in 1856 and the 
theological school opened in 1858. The control of the 
seminary is separate from that of the university. The nine 
trustees are elected by the executive board of trustees of the 
New York State Convention of Universalists. The board 
includes three ‘ministers. 

There are two semesters of sixteen weeks each. 

Five full-time and five part-time members make up the 
faculty. No ecclesiastical connections or declarations are re- 
quired. 

College graduation is required for admission to the three- 
year course, high-school graduation for the combined college- 
divinity course. 

There were twenty regular theological students in 1921-22. 
All but three were Universalists. Ten were from New York, 
three from Maine and one from each of seven other states. 
Three had college degrees, two had done some college work, 
one was from another seminary, the others from high school. 
All but four pursue the combined college-divinity course. 

Either the three-year course for college graduates or the 
six-year combined college and divinity course leads to the B.D. 
degree. There is a four-year course leading to graduation 
and a four-year theological-agricultural course preparing for 
the rural ministry, part of the work being done at the School 


[312] 











ONE HUNDRED SEMINARIES 


of Agriculture. A two-year course in missionary service is 
also given. Except as specified, these courses lead to diplomas. 

The campus is shared with the college, as is the library 
and reading room. The seminary has one building, which 
was erected in 1881; a seminary library, valued at $4,000; 
and is co-owner with the college of a library valued at $30,- 
ooo. All other equipment is shared with the college. 

The plant and equipment are included in the university prop- 
erty. Other financial data follow: productive endowment $18s5,- 
000; funds subject to annuities $8,000. No liabilities. Expenses: 
administration $1,165; instruction $9,000; library $55; stu- 
dent aid $600; other $355; total $11,175. Income $11,090. 

In addition to scholarships given by the general convention, 
the seminary has two funds from which resident students 
are supplied with textbooks without charge. 


AT HAMILTON 
COLGATE THEOLOGICAL SEMINARY 


Baptist. Dean, John F. Vichert A.M., B.D. 


The seminary is situated in a small town of 1,500 people. 
The school was opened in 1820 by the Baptist Education 
Society or the State of New York. For the first twenty 
years only students for the Christian ministry were received ; 
but in 1839 young men preparing for the professions or seek- 
ing general culture were admitted. In 1846 a charter with 
full university privileges and powers was granted to a cor- 
porate body named Madison University, leaving the manage- 
ment of the seminary with the board of trustees of the Edu- 
cation Society. In 1890 the name of the university was 
changed to Colgate. In 1893 the seminary was made a de- 
partment of Colgate University and its administration was 
transferred to the university corporation. The seminary re- 
mains, however, under the inspection of the Education Society. 
In 1907 an Italian department was established in Brooklyn, 
New York. 


[313] 














THEOLOGICAL EDUCATION IN AMERICA 


The board of trustees of Colgate University is also that 
of the seminary. 

The school year consists of thirty-six weeks divided into 
two semesters. 

There are five professors and one administrative officer, 
all on full-time. 

High-school graduation is the regular admission require- 
ment; a college degree admits to graduate work. 

Of the forty-five students in 1921-22, nearly all were Bap- 
tists. In 1920-21 twenty were from New York, the re- 
maining twenty-two from eight other states. Three had 
college degrees. 

There are two courses combining college and seminary 
work, one requiring four years and leading to the degree 
Th.B., the other requiring six years and leading to the B.D. 
The seminary also offers courses leading to the A.M. 

The plant and equipment are involved in those of the 
university. The only financial data available concern the bud- 
get, and are as follows: income $59,062; expenses $46,659. 

Students for the Baptist ministry may receive aid from the 
Baptist Educational Society of the State of New York. In 
addition to income from funds and contributions the society 
has at its.disposal a number of scholarships. 


AT NEW YORK 


BIBLICAL SEMINARY IN NEW YORK 
GENERAL THEOLOGICAL SEMINARY 
UNION THEOLOGICAL SEMINARY 


The modern metropolis, which offers every facility for 
the development of the individual, affords also every oppor- 
tunity for insight into the development of social groups. Un- 
equal distribution of wealth, congested population, racial 
assimilations, and similar problems of urban life must by 
their force and numbers make for the student the background 
of the extensive educational facilities of these seminaries. The 
two last named seminaries are affiliated with New York Uni- 


[314] 














ONE HUNDRED SEMINARIES 


versity and Columbia, in that the educational programs per- 
mit exchange of credits for graduate students. 


BIBLICAL SEMINARY IN NEW YORK 


Undenominational. President, Wilbert W. White, Ph.D., 
D.D. 


The institution was opened at Montclair, New Jersey, in 
1901, as the Bible Teachers College. In the following year 
it was removed to New York and the name changed to the 
Bible Teachers Training School. The name has recently 
been changed to the Biblical Seminary in New York. 

The board is self-perpetuating and without denominational 
control. The eighteen members represent six denominations. 

There are three terms of ten weeks each and a summer 
session of six weeks. 

There are eleven professors, nine instructors and seven 
lecturers. Professors are required to accept “the fundamentals 
_ of evangelical Christendom.” 

“For matriculation in the Department of Theology or in 
the three-year course in Religious Education college gradu- 
ation or its equivalent is required. The courses in the De- 
partment of Missions and the courses for Bible teachers 
are framed with college graduation in mind, although ap- 
plicants not college graduates are matriculated, provided en- 
trance requirements are satisfactorily met, but in numbers 
not to exceed 15 per cent. of the total number of entrants.” 

During the regular session of 1922-23 there was a total of 
358 students doing resident class work. Of these, 189 were 
registered in regular diploma courses, forty in the depart- 
ment of theology, eighty-five in the department of religious 
education, sixty-two in the department of missions, and two 
in the postgraduate department; fifty-three were registered 
for special courses selected from the above departments, 
seventy-three in the summer school, and forty-three in the 
pastors department. In addition to the resident student work, 
there were 1,154 in the extension department, and twenty- 
three in the correspondence department. Students registered 


[315] 









os “— 
oe 
—— 


THEOLOGICAL EDUCATION IN AMERICA — 


in regular class work represented in their training forty- 
five universities, eighty-six colleges, eighteen theological semi- 
naries, twenty-seven denominations, fourteen countries, and 
thirty-seven states of the United States. 

There are five departments in the regular resident classes— 
theology, religious education (with a three-year course in 
religious pedagogy and a two-year course for Bible teachers), 
missions, social service, and postgraduate. The course in 
the department of theology covers three years, equal to ninety- 
six semester hours of work. The work, however, is meas- 
ured in actual hours of classroom work, 1,488 being required 
for graduation. Of these, 1,085 are prescribed, 465 in the 
study of the English Bible. Neither Hebrew nor Greek is 
prescribed. Each student is required to fill at least one regu- 
lar appointment in community service each week. 

Degrees are given only for postgraduate work. 

A nine-story building is used for administration, class- 
rooms and dormitories; eight residences are used as dormi- 
tories and two houses are equipped and conducted as a neigh- __ 
borhood house. The library is housed in a series of rooms 
on the second floor of the main building. It contains about 
12,000 volumes. 

The financial data are: plant and equipment $766,696; 
productive endowment $66,509; total assets $863,869. In- 
come: from endowment $4,177; tuition $13,428; individual 
contributions $102,247; total $118,854. 

There are many scholarships and other opportunities for 
aid in self-support. 

“The chief distinguishing feature of the training in this 
seminary is the place it gives to the mastery of the Bible.” 

































GENERAL THEOLOGICAL SEMINARY 





Protestant Episcopal. Dean, Hughell E. W. Fosbroke 
BID Le DD) Satie: 


The seminary was founded in 1817. It is under the super- 
vision and control of the general convention. 


The board of trustees is composed of forty-two members; 
[316] 








ONE HUNDRED SEMINARIES 


the presiding bishop of the church; the bishop of the diocese 
of New York; the dean of the seminary; ten bishops, ten 
presbyters and ten laymen chosen by the general convention; 
three bishops, three presbyters and three laymen chosen by 
the alumni. Of these, twenty-nine are clergymen. 

The school year is divided into two terms of about seven- 
teen weeks each. 

The faculty is composed of fourteen members, twelve full- 
time and two part-time. Twelve of them, including the dean, 
are professors. There is also a librarian and a “Paddock 
Lecturer.” The professors are expected to be priests of the 
Episcopal church, but this is not required by statute. 

Candidates for admission must have the A.B. or B.S. 
degrees, or must have been accepted as candidates for holy 
orders by some bishop. 

In 1921-22 there were ninety-two students, all Episco- 
palians; seventy (including five fellows, four graduates and 
eight specials) were college graduates; thirty-nine dioceses 
were represented. 

In 1922-23 the enrollment was IOI. 

Ninety semester hours are required for graduation. There 
are three sections; in the first, seventy-two ;hours including 
Hebrew and Greek exegesis are required; in the second, 
sixty-three hours including Greek exegesis but no Hebrew; 
in the third, sixty-nine hours including elementary Greek but 
less Greek and no Hebrew exegesis. No degree is given in 
the undergraduate course. The B.D. is conferred for gradu- 
ate work or for exceptional work in the first section of the 
undergraduate course plus a thesis. The degrees of S.T.M. 
and S.T.D. are also offered for graduate work. Courses at 
Union Theological Seminary and the New York School of 
Social Work may be counted as credits toward these degrees 
as may those in the universities. 

The campus is a city block, the estimated value of which 
is $1,000,000. There are ten dormitories, one built in 1836, 
others in 1885, and the last in 1903; a lecture-hall, a chapel, 
a library, a refectory and gymnasium, six homes for pro- 
fessors anda deanery. The library contains a total of over 


[317] 











THEOLOGICAL EDUCATION IN AMERICA 


70,000 volumes, including a collection of Bibles in many 
editions and languages, many of which are very rare and valu- 
able; the largest collection of Latin Bibles in America; and 
a copy of the Gutenberg Bible. 

The financial data on December 31, 1921 were as follows: 
plant and equipment $2,210,583**; productive endowment $2,- 
402,417; other assets belonging to permanent funds $51,557; 
current assets, including cash on hand, supplies, building fund 
(invested and drawing interest) and other assets $102,637; 
total assets $4,767,195; less liabilities $81,701; net assets 
$4,685,494. Expense (for 1920-21): administration includ- 
ing salary of dean who also teaches, $13,370; promotion $1,- 
118; instruction $58,547; maintenance $50,959 (including 
operating buildings and refectory and care of grounds) ; 
library $6,493; student aid $23,618; books and other ad- 
ditions to assets paid for out of income, $4,350; other $20,- 
652; total $179,107. Income: from endowment $116,004; 
individual contributions $22,235; room and board $27,536; 
other resources $19,919; total $185,694. 


UNION THEOLOGICAL SEMINARY 


Undenominational. President, Arthur Cushman McGiffert, 
PHY 2 Di DME YD. 


The seminary was founded in 1836 by a group of Presby- 
terian ministers and laymen. The original charter to which 
many minor amendments have been added, was granted iri 
1839. In 1905 the old form of declaration, which required 
the assent of professors and directors to the Westminster 
Standards, was superseded by a new form which “secures the 
Christian character of the institution in ,comprehensive 
terms.” The seminary has never been under ecclesiastical 
control. 

The directors must be members in some evangelical church, 
There are twenty-eight members, of whom fourteen are 
ministers and fourteen laymen. 


™ Book value—the present value is greater. 


[318] 














ONE HUNDRED SEMINARIES 


The school year is thirty-four ,weeks long and is divided 
into two semesters of equal length. 

There are twenty-seven full-time faculty members, sixteen 
of whom are professors; four associate professors ; five instruc- 
tors; five assistants; six lecturers; two administrative officers, 
one of whom is also listed as a professor; one director and one 
assistant director of field work. All the professors and many 
of the others are ministers; eight denominations are ,repre- 
sented in the faculty. 

A degree from a college of recognized standing is required 
for all students, both regular and special. 

In 1922-23 there were 359 students enrolled, including 153 
special students. They represented thirty-six ecclesfastical 
denominations, thirty-nine states and fifteen foreign countries. 
All had college degrees. 

The course extends over four years (112 semester hours) 
but may be shortened to three or three and a half years by 
securing advanced credit in one or more of the following 
subjects: the history of philosophy, the history of western 
civilization since the end of the eighteenth century, classical 
or Hellenistic Greek, Hebrew. Advanced credit in these sub- 
jects may be given to,an amount not exceeding twenty-eight 
semester hours. There are no prescribed courses, but before 
graduation students must show that they have an adequate 
knowledge of the following subjects: 


(a) The history of philosophy. 

(b) The history of western civilization since the end of 
eighteenth century, with special reference to the mod- 
ern scientific and social interests. 

(c) The Bible, its contents, religion and literature, includ- 
ing the ability to interpret the Old Testament in He- 
brew or the New Testament in Greek. 

(d) The history of Christianity. 

(e) Christian theology, including the philosophy of re- 
ligion and Christian ethics. 

(f) The history of religions. 


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THEOLOGICAL EDUCATION IN AMERICA 


The requirement in the first two subjects may be met by 
examination or certificate: in the others by examination or 
by the completion of certain specified courses. Candidates for 
graduation must also choose a subject of special study, must 
write a thesis upon an approved topic falling within the range 
of their special subject, and must pass a final examination 
upon the subject as a whole, together with its relation to the 
other subjects studied in the theological courses. Vocational 
diplomas may be obtained, either with or without the degree, 
by those who complete 112 semester hours as above, who do 
practical work during one academic year under the supervision 
of the director of field work, and who prepare for one of 
the following forms of ministry : pastorate, religious educa- 
tion, foreign missions, home service. 

The B.D. degree is conferred upon those meeting ‘the re- 
quirements set out in the previous paragraph. The Master’s 
degree in Theology is given for ,a further year of graduate 
work with specialization and a thesis, and requires a knowl- — 
edge of one biblical language and either French or German. 
The Doctor’s degree is given for a still further year of gradu- 
ate study with specialization and a published thesis and re- 
quires a knowledge of both Hebrew and Greek and both French 
and German. 

Two travelling fellowships, designed to encourage special 
merit in the pursuit of higher theological culture, are offered 
to each graduating class. Sixteen resident fellowships are 
offered each year to graduates of high rank of approved 
theological institutions, five to students of America or any 
other land, four to missionaries on furlough or natives of 
mission lands, and seven to students of cata European 
countries (Great Britain, France and Switzerland). 

The buildings form a large rectangle enclosing a turfed 
and planted quadrangle. There are an administration and 
lecture building, a library, a chapel, a dormitory, a gymnasium, 
a president’s house and a professors’ apartment house; also 
a heating and lighting plant. The library contains 150,- 
093 volumes, 73,730 pamphlets and 291 manuscripts. There 
is a small museum. 


[320] 











ONE HUNDRED SEMINARIES 


Sixteen prize scholarships of $500 each are offered every 
year, four each to students about to enter upon the first, sec- 
ond, third and fourth years of the seminary. They are 
awarded to students making the best record in a special 
competitive examination. Eight scholarships of $350 each 
and ten of $200 each are offered every year to graduates 
and undergraduates who have already been a year in the 
seminary. The former are awarded to the eight students 
who have attained the highest rank in the seminary work 
of the previous year, the latter to the ten next in rank. All 
6f these scholarships are awarded without reference to 
pecuniary need. There are two missionary scholarships of 
$450 each offered to those engaged in Christian service in 
mission lands provided they are duly qualified to carry on 
the work of the seminary. 

The financial data are: plant and equipment $3,025,000; en- 
dowment $5,547,000; total assets $8,572,000. Expense: 
administration $33,843; maintenance of plant and equipment 
$88,734; promotion $2,347; instruction, general $178,653; 
instruction, summer, $2,424; library $20,283; student aid 
(scholarships and fellowships) $34,450; dormitory $12,949; 
special objects $36,851 ; total $410,534. Income: from endow- 
ment $290,328; tuitions $29,598; individual contributions 
$6,618 ; church contributions $285 ; from other sources $9,618; 
total income $336,447. 


AT ROCHESTER 
ROCHESTER THEOLOGICAL SEMINARY 


Baptist. President, Clarence Augustus Barbour D.D., 
eel. LL.D. 


Rochester is primarily a manufacturing city. Shoes, cloth- 
ing, kodaks and optical goods are the chief articles made. 
It has a population of 295,750, of which 24 per cent is for- 
eign-born white. The University of Rochester is within three 
blocks of the seminary. 


(321] 












THEOLOGICAL EDUCATION IN AMERICA 






English Department 


The original charter was granted in 1850, the year in 
which the seminary was organized by the New York Baptist 
Union for Ministerial Education. 

“There are thirty-three trustees of the New York Baptist 
Union for Ministerial Education.” One-third are elected 
each year at the annual meeting of the union. “Contributors 
to the Union are eligible to vote.” The present board has 
thirteen clergymen. 

The year is divided into two semesters of sixteen weeks 
each. 

There are ten faculty members, all of whom are on full- 
time. Eight are professors and one is an acting professor. 
The registrar and librarian has the rank of professor but no 
teaching function. There are three administrative officers, 
two of whom teach. 

College graduation or its equivalent is required for ad- 
mission. 

There were sixty-six regular students in residence in 1Q2I- 
22, most of whom were Baptists, nineteen states and five 
foreign countries being represented. Sixty had college de- 
grees and one other had college training. 

Fighty-one semester hours are required for graduation, 
the course covering three years. Fifty-seven semester 'hours 
are prescribed. The completion of the course leads to the 
diploma. The B.D. degree is conferred upon all students , 
who hold a college degree (“in cases of exceptional ability and 
scholarship, however, this requirement may be waived by 
unanimous vote of the faculty’) ; who demonstrate that they 
have done satisfactory work in the seminary course and'who 
present a thesis of not less than 6,000 words acceptable to 
the faculty. 

The equipment consists 'of Rockefeller Hall, erected in 
1879, containing library, business offices, chapel, museum, a 
number of lecture-rooms; the reading room, which is an an- 
nex to the library; the dormitory building, containing also 
faculty offices and parlor, the'living quarters of the superin- 
[322] 

















ONE HUNDRED SEMINARIES 


tendent of buildings, and including Trevor Hall, the former 
dormitory building. The library is valued at $48,800. 

Financial data are: plant and equipment $383,367'3; pro- 
ductive endowment $1,884,970; unproductive endowment 
$449,435; total assets $2,237,691.1* Expense: promotion 
$2,062; instruction and administration $47,492; maintenance 
(plant and equipment) $9,783; library (separate fund) $5,841; 
student aid $12,836; other (including general catalogue) $6,- 
251; total $84,265. Income:’from endowment $79,965; in- 
dividual contributions $991; church contributions $4,000; 
other sources $1,945; total $86,901. 

In distributing aid, “‘the question of need is always con- 
sidered together with the question ‘of academic standing”. 
Several scholarships of $150 a year are available. The total 
amount received must not exceed $250 a year. “Aid will 
be granted at the rate of $100 for'the year to competent stu- 
dents not college graduates who may have been admitted to 
the seminary.” 

“Men and women are admitted to the seminary on pre- 
cisely similar terms. The seminary was opened to women 
by vote of the trustees in IgI9.” 


German Department 


After the revolution of 1848, immigration from Germany 
was greatly increased and a number of German Baptist 
churches were founded. The New York Baptist Union for 
Ministerial Education invited young men in these churches to 
come to Rochester Theological Seminary. In 1858 a native 
German teacher was appointed and the German department 
was thereby organized. 

There are five professors, two of them in the preparatory 
department. 

“Young men of good character who have given their lives 
to Christian work in the ministry or in teaching, and who 
come duly authenticated by the churches of which they are 


*® Book value. 
“Total as given. 


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THEOLOGICAL EDUCATION IN AMERICA 


members, are admitted to the preparatory or to the theological 
department, according to their degree of scholastic prepara- 
Hoist 

In 1921-22 there were fifty-six students—nine graduates, 
fourteen in the theological course and thirty-three in the pre- 
paratory course. Of these, sixteen were from Canada, one 
from Africa; the others represented fourteen states of the 
Union, twenty-two coming from states west of the Mississippi. 

Fach course requires three years. The object is to prepare 
men who shall be able to preach in both German and English, 
many of the churches being bilingual, while in some of the 
newer sections little English is spoken. Instruction is in both 
languages, more than half being carried on in English, All 
work is prescribed. 

The building in which the department is housed was erected 
in 1890 at a cost of $37,000, and contains dormitory and 
boarding hall, chapel, lecture-rooms, reading rooms and gym- 
nasium. The building is owned by the German speaking Bap- 
tist churches. In 1891 two dwellings were purchased as pro- 
fessors’ residences. 

The endowment of $132,000 is held in trust by the New 
York Paptist Union. Since 1895 the entire support for stu- 
dents of the German department has been paid through yearly 
contributions from the German churches. The salaries of 
instructors in the preparatory department have also been paid 
from these contributions. 


OHIO 


AT BEREA 
NAST THEOLOGICAL SEMINARY 


_ Methodist Episcopal. President, Albert Boynton Storms, 
Pe HA OMEN FIRS Bas by 


Berea, a suburb of 2,959, is twelve miles from Cleveland. 
Baldwin Institute, founded in 1845, was reorganized and 
chartered as Baldwin University in 1855. A department to 


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ONE HUNDRED SEMINARIES 


provide for the educational needs of the German Methodist 
church was organized during the next year. Owing to in- 
creased demands, this department was organized as a separate 
institution and chartered in 1863 as German Wallace College. 
In 1913, the two institutions again united under the name of 
Baldwin-Wallace College. Nast Theological Seminary is the 
theological department of this college. 

Certain of the trustees of Baldwin-Wallace College consti- 
tute the directorate of the seminary. 

The academic year consists of two semesters of eighteen 
weeks each. | 

There are three professors, one full-time and two part-time 
Faculty members must be Methodists. 

“Before entering upon their theological studies, students 
must have completed their Junior year in College.” 

In 1921-22, there were twenty-four students. Nine were 
from the United States, six from Czecho-Slovakia, four from 
Russia, four from Poland and one from Switzerland. 

The work now offered covers two years. Sixty semester 
hours are required, of which forty-nine are prescribed. For 
students preparing for work in the German-speaking confer- 
ences, some of the work in exegesis and other classes is given 
in German, and practice in German preaching is offered in the 
Theological Society. 

The seminary gives a diploma at the end of the course. It 
is now being reconstructed as a graduate school. 

The work of the seminary is done in one of the buildings 
on the college campus. The seminary library, valued at 
$8,000, is housed on the second floor of this building. 

A part of the new endowment of the college is to be set 
aside for the seminary, which has a present endowment of 
$75,000. 

Theological students may receive grants from the confer- 
ence fund, on condition that the student enter one of the 
contributing conferences and remain in it at least five years. 
There are also additional funds to assist needy students. 


[325] 





THEOLOGICAL EDUCATION IN AMERICA 


AT BLUFFTON 
WITMARSUM THEOLOGICAL SEMINARY 


Mennomte. President, Rev. John E. Hartzler, A.B., A.M., 
BEL: 


The chief industries of this little town of 1,950 are machine 
shops and wood-working factories. There are four large 
rural churches near Bluffton in which students do their prac- 
tical work. 

The original charter of Bluffton College was granted in 
1904. In 1914 the seminary was begun as a department of 
the college. As a seminary developed, it became apparent 
that it could be of better service to its entire constituency, 
especially the five degree-granting Mennonite colleges, if it 
were to become a separate institution. In 1921 the seminary 
was incorporated under the laws of Ohio under the name of 
the Witmarsum Theological Seminary. 

The board represents the six branches of the Mennonite 
church in the United States. The fifteen members are elected 
by the board; but the several supporting conferences, if they 
choose to do so, may nominate them. Nine are ministers. 

The year is divided into three quarters of eleven weeks 
each. 

There are nine faculty members, four on full-time. Eight 
of the members, including the president, dean and registrar, 
and two men from the college faculty who give part of their 
time to the seminary, are professors. “Members of the faculty 
must be members in good standing in some evangelical church, 
believe in the inspiration of the Scriptures, and the’ deity of 
Christ.” 

College graduation for the three-year course and high- 
school graduation for the four-year course are the admission 
requirements. 

In 1921-22 there were eighteen students, seventeen Men- 
nonites, and one Baptist. Ohio, Kansas and Pennsylvania 
were represented by four each, Illinois by three, Minnesota, 
Indiana and South Dakota by one each, and Asia Minor by 


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ONE HUNDRED SEMINARIES 


one. Thirteen had college degrees, six from Bethel College, 
Kansas, six from Bluffton College, and one from Goshen 
College. 

There are two courses, the regular three-year theological 
course, and a four-year theological college course. For grad- 
uation from the former course, thirty majors are required 
of which twenty are prescribed. Six majors credit will be 
allowed for work done before the A.B., or equivalent degree 
was received, provided the work was done not earlier than 
the junior year in college. For graduation from the theo- 
logical college course, 120 semester hours are required, all 
prescribed; some of this work is taken in Bluffton College. 
Greek is prescribed in both courses, Hebrew in neither. A 
Bible school forms a department of the seminary, offering a 
two-year course. 

The B.D. degree is conferred upon completion of the three- 
year course and the presentation of a thesis of not less than 
10,000 words. The Th.B. is conferred upon completion of 
the theological college course. A diploma is given upon grad- 
uation from the two-year course in the Bible school. 

The Seminary shares the Bluffton College campus of 
twenty-seven acres. There are two frame buildings, one a 
dormitory, erected fifteen years ago. In addition the semi- 
nary has the use of the Bluffton College buildings, including 
library, museum and gymnasium. The seminary library is 
valued at $5,000 and the museum at $1,000. 

The financial data are: plant and equipment, $26,000; pro- 
ductive endowment, $22,000; unproductive, $50,000; total 
assets, $98,000. Expense: administration, $1,000; promo- 
tion, $1,000; instruction, $10,000; maintenance (plant and 
equipment), $1,500; library, $500; student aid, $1,000; 
total, $15,000. Income: from endowment, $1,200; indi- 
vidual contributions, $8,000; church contributions, $6,000; 
total, $15,200. 

Scholarships available are for students who plan to become 
pastors or missionaries. Two of the supporting conferences 
furnish substantial aid to their men who are students at the 
seminary. 


[327] 











THEOLOGICAL EDUCATION IN AMERICA 


AT CINCINNATI 
LANE THEOLOGICAL SEMINARY 


Presbyterian U. S.A. President, William McKibbin, D.D., 
) SECIS 


This seminary is situated in a beautiful residential district 
in a city with a population of 401,247. 

It was organized in 1829 and opened for instruction in 
1832. The charter provides that “all professors, tutors, 
teachers, and instructors shall be members of the Presbyterian 
Church in good standing under the care of the General As- 
sembly of said church in the United States.”’ Since 1870 the 
election of all professors has been subject to the approval of 
the assembly. In 1910 an alliance was formed between the 
Seminary of the South and Lane Seminary. 

The school year consists of two semesters of sixteen weeks. 

There is a faculty of five, assisted by two regular instruc- 
tors, one in the department of practical theology, and the 
other in the department of Greek; together with a number 
of lecturers on ecclesiastical subjects and topics of current 
interest. 

College graduation is the admission requirement. Men of 
special promise as to talents and capacity for usefulness, over 
twenty-five years of age, having a fair degree of education, 
are admitted. 

Students of 1921-22 numbered forty-three, representing 
five denominations, Presbyterians and Methodists predominat- 
ing, twelve states and twenty educational institutions. Thir- 
teen students have had no college training while eleven others 
have not graduated from college. 

Two prescribed three-year courses are offered; the diploma 
and certificate courses. In the latter, Hebrew or Greek may 
be omitted. 

Besides the diploma and certificate, the degree of Bachelor 
of Divinity is offered for twenty credits in addition to the 
diploma course and the presentation of a satisfactory thesis. 


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ONE HUNDRED SEMINARIES 


Half the required credits are allowed for work done in the 
graduate school of the University of Cincinnati. 

For twenty-four credits, the degree of Master of Arts is 
given by the university to college graduates. Half these 
credits may be earned by work done in the seminary. 

The library is in a separate building, which, though not 
modern, contains 23,000 volumes. The campus has a front- 
age of two full blocks and there are three main seminary build- 
ings. The recitation hall and administration building is of grey 
stone. The upper floors of the main building are used for 
recitation rooms and dormitories. There is also a dormitory 
building, adequate for more students than are in attendance. 
The recitation halls, dormitory, chapel, lobbies, and corridors 
have recently been renovated and refurnished and provided 
with steam heat and electric lighting. There are six profes- 
sors’ homes on the campus. 

The total value of lands, buildings and equipment is 
$573,108. General endowment, $469,719. Income: $40,232. 
Expense: $38,377. 

Students in need of aid are assisted from the funds of the 
seminary provided for that purpose. The amount will be de- 
termined by the faculty upon the merits of each case. The 
value of a scholarship is $2,000, There are forty-nine perma- 
nent scholarship funds. 


AT COLUMBUS 
EVANGELICAL LUTHERAN THEOLOGICAL SEMINARY 


Evangelical Lutheran, Joint Ohio Synod. Dean, R. C. H. 
Lenski, A.M., D.D. 


The seminary is located in a suburb of Columbus, which 
city has a population of 237,031. The chief industries of 
Columbus are railroad shops, steel mills, and shoe factories; 
7 per cent. of the population is foreign-born white and 9 per 
cent. Negro. There are many colleges and universities in the 
vicinity. 

A preparatory and theological school was founded in 1830 

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THEOLOGICAL EDUCATION IN AMERICA 


at Canton, Ohio; the following year it was moved to Colum- 
bus. In 1850, the preparatory school was expanded to a col- 
lege and a charter was obtained creating a corporation under 
the name of Capital University. The theological school be- 
came the theological department of the university. 

The controlling board consists of twelve members, eight of 
whom are ordained pastors. They are elected by the Joint 
Synod of Ohio at its biennial conventions. 

There are two semesters of eighteen weeks each. 

There are five full-time professors. All faculty members 
must be members of the Lutheran church of the joint synod 
of Ohio and other states, and must subscribe to the Lutheran 
Confessions as found in the Book of Concord. 

College graduation is presupposed, but older students who 
have completed the sophomore year are admitted, and others, 
advanced in years, with less than sophomore standing, may be 
received. 

In 1922-23 there were sixty-two students, all Lutherans, 
of whom thirty-four were from Ohio. Thirty-nine had col- 
lege degrees, all but one from Capital University, and twenty- 
six were from Capital University but without degrees. 

All work is prescribed. The catalogue states that in the 
selection of textbooks due reference is had to the original 
design of the institution as a seminary of the Evangelical 
Lutheran church, as its name implies and its constitution re- 
quires, the principles inculcated being those of the ee 
Confessions or Symbols. 

Three years’ work is required for graduation. “Gradual 
of this or any other recognized Lutheran seminary may earn 
the B.D. degree by passing an examination on assigned pri- 
vate reading or by taking a fourth year of work in residence.” 

At the time of the report, the seminary was housed in one 
of the college buildings; but ground was being broken for a 
new building, to be dedicated in 1923. This building was 
to include administration rooms, recitation hall, chapel, library, 
dormitories and reception rooms. 

Separate financial accounts for the seminary as such are 
not kept. 


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ONE HUNDRED SEMINARIES 


If necessary, young men possessing the proper qualifica- 
tions may be supported in part by the synod after a year’s 
_ probation at Capital University or in another school under the 
same synodical control. 


AT DAYTON 


BONEBRAKE THEOLOGICAL SEMINARY 
CENTRAL THEOLOGICAL SEMINARY 


Dayton is an industrial city of 152,559, in the prosperous 
middle-western belt. Antioch and Wittenberg colleges are 
within twenty-five miles. 


BONEBRAKE THEOLOGICAL SEMINARY 


Church of the United Brethren in Christ. President, A. T. 
Howard, B.D., D.D. 


Work was begun in the Summit Street United Brethren 
Church, Dayton, in 1871, as Union Biblical Seminary. The 
name was changed, in 1909, to Bonebrake Theological Semi- 
nary. 

The officers of the seminary consist of a business manager 
and a board of trustees, elected quadrennially by the general 
conference. The board of trustees is composed of the acting 
bishops and eighteen members, nine of whom are laymen. A 
majority of the trustees must be from Ohio. The trustees 
meet annually in the seminary building, Dayton, Ohio, elect 
a president of the seminary and the necessary faculty; review 
the work of the business manager and the faculty; determine 
the salary of the faculty members and adopt measures for the 
advancement of the interests of the institution. 

The session consists of about thirty-four weeks, including 
the winter recess. 

There are six full-time faculty members, a part-time pro- 
fessor and a professor emeritus. 

A college degree is prerequisite for the degree course; for 
all other courses high-school graduation is required. 


[331] 












THEOLOGICAL EDUCATION IN AMERICA 


There were over seventy students in 1921-22. Of these 
sixty-nine were United Brethren in Christ. Twelve states 
were represented, the larger number of students being from 
Ohio, Pennsylvania and Indiana. Thirty-five had college de- 
grees; twelve others had had some college work. 

There are five groups of study, all prescribed: the regular; 
the missionary; the Greek-English, and the English, each re- 
quiring three years; and the deaconess group, requiring two 
years. Little supervision is given to field work. 

The B.D. degree is conferred on those having the A.B. 
degree who complete the regular group or the regular mis- 
sionary group and who submit an approved thesis of not less 
than 5,000 words. Others receive a diploma appropriate to 
the group they have completed. 

The campus consists of twenty-six and a half acres valued 
at $132,500. The dormitory, of Indiana white limestone and 
brick, an administration building, central heating plant and — 
deaconess home, were all built in 1921-22. The library, val- — 
ued at $8,000, contains a large percentage of old books and — 
few periodicals. 

The financial data are: plant and equipment, $940,500; 
productive endowment, $269,699; unproductive endowment, 
$137,974; funds subject to annuities, $102,167; other assets — 
belonging to permanent funds, $99,859; total assets, $1,550,- — 
199; less liabilities, $300,000; net assets, $1,250,199. Ex- — 
pense: administration, $4,800; promotion, $4,960; instruc- | 
tion, $17,000; maintenance (plant and equipment), $5,999; 
library, $600; student aid, $1,065; interest, $12,894; other, 
$5,200; total, $52,518. Income: from endowment, $14,086; 
individual contributions, $4,371; church contributions, 
$35,000; other sources, $1,000; total, $54,457. 

There are five scholarships, besides contributions made an- 
nually to assist students in meeting expenses. 














ONE HUNDRED SEMINARIES 


CENTRAL THEOLOGICAL SEMINARY 


Reformed Church in the Umted States. President, Henry 
J. Christman, D.D. 


Central Theological Seminary is the result of the union, in 
1907, of Heidelberg Theological Seminary (founded in 1850) 
and Ursinus School of Theology (founded in 1871). The 
institution continues the above named seminaries, and sustains 
the same relation to Ursinus College as did the Ursinus School 
of Theology while located in Pennsylvania. Trustees are 
chosen by the Ohio Synod of the Reformed Church in the 
United States, the board of directors of Ursinus College nom- 
inating three of them. There are twelve ministers and six 
laymen. 

The school year extends over thirty-one weeks, divided into 
four terms. 

Five full-time professors, one part-time professor, and two 
part-time instructors constitute the faculty. Members of the 
faculty must subscribe to certain doctrines, including the sub- 
stance of the Heidelberg Catechism. 

The A.B. degree is required for admission; a year of col- 
lege work is accepted in exceptional cases. 

There were thirty-three students in 1922-23, all members 
of the Reformed Church in the United States; twenty-eight 
had college degrees, three were from college but without de- 
grees, and two specials had no college training. Fifteen were 
from Pennsylvania; nine other states and Hungary were rep- 
resented. 

Twelve hours per week are prescribed and the remaining 
four hours are elected by the student in accordance with the ~ 
“group system.” The catalogue states that the seminary 
“stands by the old landmarks in doctrine, cultus, government 
and criticism.” 

The degree of B.D. is conferred in course on students hold- 
ing bachelor degrees, conditioned on the standard of work— 
an average grade of go per cent. with a minimum of 80 
cent. Other students receive a diploma. 


[333] 














THEOLOGICAL EDUCATION IN AMERICA 


Situated on the brow of a hill, with an eight-acre campus 
stretching down over the hill in all directions, there are three 
buildings: a hall containing decture-rooms, chapel, library and 
dormitory rooms; and two cottages used as dormitories. The 
library is valued at $11,000. 

The financial data for the year ending October 1, 1922, are 
as follows: plant and equipment, $155,500; productive en- 
dowment, $165,088; subject to annuities, $11,600; net assets, 
$332,188. Expense: administration, $280; promotion, $256; 
instruction, $18,860; maintenance, $4,438; library, $508; 
other, $1,434; total, $25,776. Income: from endowment, 
$10,169; church contributions, $11,133; other sources, 
$1,998; total, $23,300. 

Limited aid is given to those who are in need and can fur- 
nish the proper recommendations. 


AT DEFIANCE 
CHRISTIAN DIVINITY SCHOOL 


Christian Church. Dean, George C. Enders, B.D., A.M. 


Defiance is a city of 8,876 engaged in manufacturing and 
in trading in farm products. The Christian Biblical Institute 
was chartered in New York in 1868. Opened for students 
in 1869 at Eddytown, New York, it was transferred to Stan- 
fordville, New York, in 1872. In 1907 the institute was re- 
moved to Defiance, Ohio. In 1916 it was consolidated with 
Defiance College, the name being changed to Christian Divin- 
ity School. 

The board of trustees is that of the college. Members are 
elected by the board from candidates nominated by the Amer- 
ican Christian convention and by the Ohio state Christian 
convention. There are eight ministers and thirteen laymen. 

There are two semesters of eighteen weeks each. 

There are two full full-time and three part-time professors 
and a lecturer. No religious declarations are required of the 
faculty members, but members have always voluntarily become 
active or associate members of the local Christian church. 


[334] 














ONE HUNDRED SEMINARIES 


Graduation from a standard high school is required for 
admission; graduation from a standard college for the reg- 
ular course leading to the B.D. degree. 

There were fifty-four students in 1922-23, of whom fifty 
were members of the Christian church. Thirty-six were from 
Ohio, nine other states being represented; there were also 
four from Porto Rico. Two had college degrees, ten had 
some college training but no degrees. 

There are two courses: a college course in divinity, which 
is a regular college course with special emphasis on subjects 
of importance to the ministry; and the regular seminary course 
for college graduates, requiring three years. The two courses 
may be combined and finished in six years. The work is 
largely prescribed, eighteen semester hours of elective work 
being required in the college course and twelve in the regular 
seminary course. Ninety semester hours are required for 
seminary graduation. 

The B.D. degree is conferred on graduates of the seminary 
course, the A.B. degree on graduates of the college course in 
divinity. 

The divinity school has one building, built in 1907-08, and 
the use of the two college dormitories, the two college recita- 
tion buildings and the college gymnasium. It shares the col- 
lege library, which is valued at $15,000. 

The financial data cannot be separated from that of the 
entire corporation. In so far as they can be determined, they 
are: plant and equipment, $60,000, and the use of buildings 
costing $90,000 or more. As to endowment, $85,943 was the 
amount of the divinity school endowment at the time of the 
consolidation, no separate account having been kept since. 

Aid is provided through scholarships for students preparing 
for the ministry. Holders are expected to render such serv- 
ices as are designated by the faculty. 


[335] 












THEOLOGICAL EDUCATION IN AMERICA 





AT OBERLIN 
OBERLIN GRADUATE SCHOOL OF THEOLOGY 


Undenominational. Dean, Edward Increase Bosworth, A.B., 
B.D., M.A., D.D. 


Oberlin is near enough to Cleveland to give students the 
advantages of a large city. Elyria, which is a small, rapidly 
growing city, and Lorain, a steel town with a large percentage 
of foreign population, are also near, so that students are 
afforded opportunities for various kinds of social studies. 

In 1834 “Oberlin Collegiate Institute’ was chartered, and 
within two years both the college and the theological seminary 
were in operation. In 1916 the name of the theological sem- 
inary was changed to the graduate school of theology to em- 
phasize the fact that only college graduates would be admitted. 

The board of trustees consists of twenty-five members, the 
president being ex-officio a member and president of the board. 
Four members are elected each year, three by the board itself 
and one by a general ballot of the alumni of all departments. 
There has never been any ecclesiastical requirement for mem- 
bership. 

The school year is divided into two terms of eighteen and 
fifteen weeks respectively. 

There are thirteen faculty members; seven full-time and 
one part-time professor, one part-time associate professor and 
one part-time lecturer, and three emeritus professors. Four 
denominations are represented at present. 

For admission, graduation from an institution of college 
rank is required without exception. 

In 1921-22 there were thirty-eight students. Of these, 
eighteen were Congregationalists, the remainder representing 
eleven denominations. Thirteen were from Ohio, the remain- 
der from twelve states with six from Japan and one from 
China. All but one had college diplomas; that one had a 
theological diploma; and twenty-four colleges and three theo- 
logical schools were represented. 

Forty-six semester hours are prescribed. The elective 


[336] 








ONE HUNDRED SEMINARIES 


courses advertised amount to 124 semester hours, some courses 
being given only in alternate years. Students recommended 
by the faculty may elect without charge such courses in Ober- 
lin College as they may choose,-such courses not to exceed 
five hours a week, but no credit for this work is allowed 
toward the B.D., which is conferred upon completion of ninety 
semester hours. 

The school of theology occupies one of the buildings of 
Oberlin College for dormitory and classroom purposes. 
(New theological buildings will soon be erected.) It shares 
in the use of the library, the art building, the chapel and the 
men’s building (dormitory, commons and center for the men’s 
activities of all kinds). The equipment is the property of 
Oberlin College. Such financial data as are available follow. 
Expense: administration, $1,106; promotion, $911; instruc- 
tion, $33,675; library, $1,010; student aid, $3,316; other, 
$9,839; building fund, $5,000; total, $54,007. Income: 
total, $54,374. 

Self-supporting students who do not secure preaching ap- 
pointments are guaranteed the opportunity to earn $200 dur- 
ing the school year in various forms of religious and social 
work less exacting than preaching. “Twelve merit scholar- 
ships are also available annually, one of $125, three of $100; 
four of $75, and four of $50. To receive these, thirty 
semester hours of credit must be earned in theological sub- 
jects and an average grade of A plus maintained for the first 
rank, A for the second, B plus for the third and B for the 
fourth. Students are assisted in obtaining scholarship aid 
from their denominational education societies. Loans to the 
amount of $100 per year can be obtained from the school of 
theology loan fund to be repaid within five years, no interest 
being charged while the borrower is a student in the school. 


[337 | 








THEOLOGICAL EDUCATION IN AMERICA 








AT SPRINGFIELD 


HAMMA DIVINITY SCHOOL 







Lutheran Synod of Ohio. President, Rees Edgar Tulloss, 
AL I Phe): 


Springfield is an industrial city of 60,840 with a very small 
percentage of foreign-speaking people. It contains thirteen 
churches of the denomination. 

The divinity school, formerly known as Wittenberg Theo- 
logical Seminary, was granted its original charter in 1845. 

The sixty-one members of the board of directors are elected 
by the synods of Ohio, Indiana, Michigan and West Virginia, 
the local constituency in Springfield and Clark County, and 
the alumni. They represent various synods of the United 
Lutheran Church of America. Thirty are ministers. 

The school year is thirty-two weeks long. 

There are six full-time professors and five part-time pro- 
fessors including the president. It is required that they be 
Lutherans. 

For admission college graduation is required, or a certifi- 
cate showing the completion of the following studies (or ex- 
aminations in them must be passed): (1) English; (2) gen- 
eral history; (3) Bible; (4) Latin; (5) Greek, and (6) 
philosophy. 

In 1921-22 there were fifty students, of whom forty-eight | 
were Lutheran. Of the thirty-one regular undergraduate stu- 
dents, nineteen were from Ohio, the remainder from eight 
other states. Nineteen had college degrees, eight had some 
college training but no degrees, four were from other semi- 
naries or from training schools. Of the college men, twenty- 
one were from Wittenberg College. | 

Ninety semester hours and three years are required for 
graduation. Work is largely prescribed. There are two 
courses. The first course requires Greek and Hebrew, and, 
if the work is of sufficiently high grade, leads to the B.D. 
degree. The second requires no foreign languages and leads 
to the granting of a certificate of graduation, 


[338] 










































ONE HUNDRED SEMINARIES 


The degree of Master of Theology is granted at the end 
of one year of resident postgraduate study, or three years of 
correspondence postgraduate study., 

There is an administration and recitation building of brick, 
built in 1908; a dormitory, built in 1902; and a frame re- 
fectory building, erected in 1895. The campus is valued at 
$50,000. The seminary and college libraries are contained 
in a stone building on the seminary campus. There is also a 
departmental library in the seminary administration building. 

The financial data are: plant and equipment, $158,000; pro- 
ductive endowment, $190,000; funds subject to annuities, 
$40,000; total, $388,000. Expenses and income are approxi- 
mately $19,000 per year. 

A number of scholarships are available for the aid of de- 
serving students. 


OREGON 


AT SALEM 
KIMBALL SCHOOL OF THEOLOGY 


Methodist Episcopal. President, Eugene C. Hickman, 
men,, DD. 


Salem is a commercial and industrial city of 17,679, in the 
heart of the Willamette Valley. The school was founded in 
1906 as a department of Willamette University, and is located 
on the university campus. In 1907 it was incorporated as 
a separate institution. 

Members of the board of trustees may be clergy or laymen, 
Nine are elected by the board and eighteen by the conferences 
of the church. 

The faculty has five full-time and two part-time members. 
They are expected to be in “general harmony with the doc- 
trines maintained by the Methodist Episcopal Church.” 

In 1921-22 there were ninety-two students, including spe- 
cial students from Willamette University. Of these fifty- 
seven were Methodists; five had college degrees. There were 


[339] 








THEOLOGICAL EDUCATION IN AMERICA 


forty-two students in 1920-21, twenty-four being from 
Oregon. 

Courses are open to all whom the Methodist conferences 
admit ;. but a college degree is prerequisite to the conferring 
of the B.D. degree, and high-school graduation to the grant- 
ing of the diploma. 

Ninety-six semester hours are required for graduation; 
sixty-two are definitely prescribed. There is a department 
of rural leadership, also a department of practical theology 
and two courses in evangelism. Students may take four hours 
work per semester free of charge at Willamette University. 

The school owns one building which was erected in 1906. 
The library is valued at $10,000. 

The financial data are: plant and equipment, $30,000; pro- 
ductive endowment, $30,000; unproductive, $5,000; total as- 
sets, $65,000. 

Expense: administration, $3,000; promotion, $1,000; in- 
struction, $10,000; maintenance (plant and equipment), $700; 
total, $14,700. Income: from endowment, $1,500; tuition, 
$500; individual contributions, $9,000; church contributions, 
$3,000; other sources, $1,000; total, $15,000. 

The board of education, the board of home missions and 
the board of foreign missions offer scholarships ranging from 
$100 to $300 a year. The school grants two scholarships, 
each the income of $1,000. 


PENNSYLVANIA 


AT BETHLEHEM 


MORAVIAN COLLEGE AND THEOLOGICAL SEMINARY 


Moravian. President, J. Taylor Hamilton, D.D. 

Steel works and silk mills provide the chief industries of the 
city, which has a population of 50,358, the foreign-born white 
composing 22 per cent., and furnishing a field for special 
work. 


[340] 























ONE HUNDRED SEMINARIES 


“The seminary was founded in 1807 at Nazareth, Pennsyl- 
vania, in connection with the Academy of Nazareth Hall. In 
1837 it was removed to Bethlehem and a college course, pre- 
paratory to the study of theology was arranged.” In 1863 
the seminary was incorporated by an act of the Legislature 
of Pennsylvania, under the name “The Moravian College and 
Theological Seminary.” 

“There are seven lay and six ordained members of the 
Northern Diocese of the Moravian Church.” Besides these 
there are the members of the executive board of the Moravian 
church, who are ex-officio members of the board of trustees, 
and the president of the seminary, who is also an ex-officio 
member. 

The year is divided into two terms of eighteen weeks each. 

There are four regular faculty members, all professors, 
three of whom are on full-time. In addition there were four- 
teen special lecturers in 1921-22. It is required that the fac- 
ulty conform to the standards of the Moravian church. 

For admission to the B.D. course, the A.B. degree is re- 
quired. Mature students who have not a college degree may 
be admitted to a three-year course in Bible study and mis- 
sionary preparation. 

In 1921-22 there were thirteen students, all members of 
the Moravian church; six were from Pennsylvania, three from 
Wisconsin, the rest from three other states and Canada. The 
number having college degrees is not known. 

Virtually all work of the program is prescribed. The B.D. 
degree is conferred upon students who hold a college degree, 
complete the two-year theological course, including the re- 
quired work in Hebrew, Greek and Latin, and present a satis- 
factory thesis. Those who complete the three-year course re- 
ceive a certificate. 

The seminary is an integral part of the college, and the 
plant, equipment and finances are not separated. 

Suitable students who desire to study for the ministry in 
the Moravian church and are unable to pay for their educa- 
tion, are granted scholarships including free board; but the 
recipient must sign a bond pledging him to preach two years 


[341] 











THEOLOGICAL EDUCATION IN AMERICA 


for each year of free education or to refund the cost of the 
education. 
AT UPLAND 


CROZER THEOLOGICAL SEMINARY 


Northern Baptist Convention. President, Milton G. Evans, 
A.M. 


Chester, of which Upland is a suburb, has a population of 
60,000, of which 20 per cent. is foreign-born white and 12 
per cent. Negro. The chief industries are shipbuilding and 
manufacturing. The seminary is thirteen miles north of Wil- 
mington and about the same distance south of Philadelphia. 

Crozer Theological Seminary was chartered in 1867, and 
opened in 1868. The board of trustees is self-perpetuating. 
There are thirty-three weeks in the school year. 

There are eight full-time faculty members and one part- 
time. Professors must be Baptists. 

A college degree is required for admission to the B.D. 
course; but students prepared for unconditional admission to 
the junior year of a college of recognized standing are pro- 
visionally accepted as candidates. High-school graduation is 
required for the diploma course. 

There were sixty students in 1921-22, of whom fifty-eight 
were Baptists; twenty were from Pennsylvania, the remainder 
from eleven states and three foreign countries. Thirty stu- 
dents had degrees representing ten colleges. 

Of the semester hours required for graduation, sixty are 
prescribed. Advanced courses in sociology, philosophy and 
education given at the University of Pennsylvania are avail- 
able to students of the seminary. The B.D. degree is granted 
to qualified students at the end of three years. There are also 


three-year and four-year courses leading to a diploma. The : 


degree of Master of Theology is given for a year of grad- 
uate work in the seminary. 

The campus covers about twenty acres. There are a reci- 
tation hall, a library, still another hall, and eight residences 
for professors. The library contains about 31,000 volumes. 


[342] 














ONEK HUNDRED SEMINARIES 


The financial data are as follows: plant and equipment, 
$200,000, plus value of books; productive endowment, $1,- 
519,790; total assets, $1,719,790, plus money value of books 
in the library. Expenses: administration, $3,414; promo- 
tion, $2,622; instruction (including library staff and exten- 
sion department), $38,798; maintenance (plant and equip- 
ment), $28,805; 1° library, $2,206; student aid, $6,802; other, 
$3,091; total, $85,738. Income: from endowment, $70,854; 
other sources, $500; total, $71,354. 


AT GETTYSBURG 
LUTHERAN THEOLOGICAL SEMINARY 


United Lutheran Church in America. President, J. A. 
Singmaster, D.D., LL.D. 


The seminary is located on one of the avenues that traverse 
the battlefield. The little town of 4,439 is surrounded by 
orchards and farm land. Students preach at the county alms 
house and at the jail; they also visit several large cities, at 
the expense of the seminary, in order to do settlement work, 

At the first meeting of the general synod in 1820, prelim- 
inary steps were taken for the organization of the seminary. 
In 1826 its original charter was granted. Gettysburg was se- 
lected as the site in competition with Hagerstown and Car- 
lisle, because it gave the largest financial offer ($7,000) and 
was the most accessible. 

The members of the board of directors must be members 
of the Lutheran church. They are “elected by the district 
synods of the General Synod of the Evangelical Lutheran 
Church or of the United Lutheran Church in America, which 
contribute to the maintenance of the seminary.” There are 
forty-six members, half of them ministers and half laymen. 

The school year is divided into two semesters of sixteen 
weeks each. 

There are five full-time professors, two instructors, and ap- 


* Abnormally large this year. 


[343] 











THEOLOGICAL EDUCATION IN AMERICA 


proximately five lecturers. It is required that the members 
of the faculty “pledge themselves to accept the Bible as the 
word of God” and “the Augsburg Confession and Luther’s 
Small Catechism” as in harmony with the Bible. 

For admission, a college degree is required or the ‘appli- 
cant must take an examination. There were fifty students 
enrolled in 1921-22, all of whom were Lutherans. Thirty- 
six were from Pennsylvania, twelve from other ‘states, one 
from England and one from Japan. Forty-one had college 
degrees (thirty-three from Gettysburg College) and five others 
had some college training, 

There are two courses or groups, the biblical literature 
group and the English historical group. Twenty semester 
hours of Greek are required for entrance into the first, and 
both Hebrew and Greek are prescribed; for the second, neither 
language is required. In both groups all work is prescribed; 
electives may be taken in addition. Every candidate for grad- 
uation must complete 102 semester hours and submit each 
year a thesis representing original research. 

Both of these courses lead to the diploma of the seminary, 
but only those of the biblical literature group are eligible to 
the B.D. degree. The candidate for this degree must be a 
graduate of a “regular college’ and must sustain an average 
grade of go per cent. and not less than 85 per cent. in any 
branch. The B.D. degree is also conferred for postgraduate 
work. 

The campus contains more than forty acres of land. ‘In 
addition to the main library of over 28,000 volumes, there is 
a collection of 8,000 volumes recently donated and containing 
many books on literature, history, biography, travel and the 
fine arts; the valuable collection of the Lutheran Historical 
Society containing 3,000 volumes; and a well-supplied refer- 
ence library. 

Such financial data as are available follow: plant and equip- 
ment, $350,000; productive endowment, $417,000; funds 
subject to annuities, $8,000; total assets, $775,000. Expense: 
administration, $300; instruction, $16,000 ; maintenance (plant 
and equipment), $10,506; library, $900; student aid, 
[344 ] 


























ONE HUNDRED SEMINARIES 


$3,300; total, $31,006. Income: from endowment, $28,600; 
heat and light, $1,300; church contributions, $3,000; total, 
$32,900. 

“Students needing financial assistance should apply to the 
synods to .which they belong. A limited number may re- 
ceive the proceeds of scholarships owned by the seminary.” 


AT LANCASTER 
REFORMED CHURCH THEOLOGICAL SEMINARY 


Reformed Church in the United States. President, George 
W. Richards, D.D. 


Lancaster is a manufacturing city of 53,150. 

“The seminary was founded in 1825 at Dickinson College 
in Carlisle, Pennsylvania, under the direction of the Synod 
which at that time included practically the whole of what was 
then known as the German Reformed Church.” In 1829 the 
seminary was established independently at York. In 1837 it 
joined Marshall College at Mercersburg. In 1871, follow- 
ing Marshall College which had been united with Franklin, it 
moved to Lancaster where for over twenty years it held its 
lectures in classrooms of Franklin and Marshall College. In 
1894 the seminary erected its own buildings on land adjoin- 
ing that of the college. 

The members of the board of trustees are elected by the 
three eastern English synods which control the seminary; nine 
by the Eastern Synod, three by the Pittsburgh Synod and six 
by the Synod of the Potomac. They are laymen. There is 
a second body, a board of visitors, six members of which are 
elected by the Eastern Synod, two by the Pittsburgh Synod 
and four by the Synod of the Potomac. These are ministers. 

There are five full-time and two part-time faculty members; 
five are professors. In addition, there are, for Hungarian 
students, two instructors in sacred music and church history 
and practical theology. “A teacher of theology is a minister 
of the Word who has been elected and is inaugurated as a 
professor in a Theological Seminary of the church. His views 


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THEOLOGICAL EDUCATION IN AMERICA 


must be in accord with the faith and doctrines of the Re- 
formed Church in the United States.” 

For admission to the B.D. degree course, college gradua- 
tion with a course in Greek is required. Two years of college 
work, or examination showing that the student has completed 
that amount of work, are required of students who are not 
candidates for the B.D. 

In 1921-22 there were thirty-four students of whom twenty- 
nine were members of the Reformed Church in the United 
States. In 1920-21 there were thirty-one students; twenty- 
nine were from Pennsylvania; twenty-seven had college de- 
grees, two others had some college training. Eighteen of the 
degrees were from Franklin and Marshall College. 

There are two regular three-year courses. In the standard 
curriculum, Greek and Hebrew are prescribed; in the alterna- 
tive, English Bible may be substituted for Greek and Hebrew. | 
A Hungarian department was organized in 1922. A com- | 
munity school of religious education meets on Tuesday eve- 
nings during the year; a ten-day summer school of theology 
is held annually; a non-resident postgraduate course leads to 
the B.D. degree for those graduates of the standard course 
who have not obtained it previously. 

The B.D. degree is conferred upon graduates who have met 
the prerequisites and who complete all the work of the first 
course with an average standing of 90 per cent. and not less 
than 70 per cent. in any one branch, and who present a thesis | 
on some subject approved by the faculty; other students reteive 
diplomas. 

The campus covers three and one-half acres. The main — 
building contains the Prayer Hall, lecture halls, faculty 
offices, and reading room. The dormitory, erected in 1916-17, 
contains also the gymnasium and the social room. Connected | 
with the dormitory by an arcade is the refectory. The library | 
is valued at $25,000, the museum at $3,000. : 

The financial data follow: plant and equipment, $344,904; | 
productive endowment, $237,034; unproductive endowment, | 
$28,428; funds subject to annuities, $38,250; other assets | 
belonging to permanent funds, $84,466; endowment of the 


[346] 



























ONE HUNDRED SEMINARIES 


. Potomac Synod and the Pittsburgh Synod, $68,342; total 
assets, $798,424. Expense: administration, $2,403; promo- 
| tion, $1,241; instruction, $15,835; maintenance (plant and 
equipment), $2,599; library, $4,373; student aid, $459; 
other, $4,386; total, $31,296. Income: from endowment, 
$19,655; church contributions, $12,746; total, $32,401. 

“Apart from the Beam Fund, administered by the Board 
of Trustees of the seminary, appointed by the Court of Som- 
erset County, Pennsylvania, the seminary does not manage 
any funds for the assistance of students. Provision is made 
_ for those who need financial aid by the Boards of Education 
of the three Synods, and by the several Classes of the Synods. 
The latter usually assist students from the congregations 
within their bounds.” 


AT MEADVILLE 
MEADVILLE THEOLOGICAL SEMINARY 


Umitarian. President, Franklin Chester Southworth, 4.M., 
DD. 


The chief industries of this city of 14,568 are represented 
by iron works, silk mills and car shops. There is, in Mead- 
_ ville, one church of the same denomination as the school. 

_ In 1846 the original charter of the school was granted. 
_In 1897 a change simplified the organization and did away 
_with all doctrinal tests. In 1910 the power of conferring 
degrees, which was implied by the charter of the school, was 
Tecognized by the state. In 1914 the school entered into 
4 quasi-affiliation with the University of Chicago, by means 
of which students of Meadville go to Chicago for the sum- 
. mer quarter. 

_ The board of trustees is composed of fifteen ministers, 
_ twelve laymen, and one woman who is a retired teacher. The 
_ president is a member ex-officio. 

_ The year is divided into four terms of twelve weeks each. 

There are six full-time faculty members and one part-time. 
_Five are professors. It is not required that they belong to 


[347] 











THEOLOGICAL EDUCATION IN AMERICA 


any particular denomination, but the majority has always 
been Unitarian. 
_ Two years of college work and examinations in psychology, 
ethics and history of philosophy, if these subjects have not 
been taken in college, are required for admission. 

In 1921-22 there were seventeen students, all Unitarians; 
ten states, Canada and Japan were represented. Three stu- 
dents had the A.B. degree; one was a graduate of the U.S. 
Naval Academy and one of a veterinary college. 

The course requires two years of forty-eight weeks. The 
work of the fall, winter and spring terms is carried on at 
Meadville, that of the summer quarter at the University of 
Chicago. The work taken at Meadville is prescribed; that 
at Chicago elective. Six majors (or twelve minors) are taken 
at Chicago, three each summer; of these two each summer 
must be among those listed as divinity courses, while the 
other may be in another department of the university. In 
addition to the regular theological course as stated above there 
is a preparatory course requiring four quarters, one at Chi- 
cago. 

The diploma of the school is conferred on completion of 
the course. The B.D. degree is conferred when the student 
is a graduate of a college of recognized standing, maintains a 
minimum grade of 85 per cent. throughout the course, submits 
a thesis representing research, meets certain language require- 
ments and completes special courses yielding three credits or 
such reading as may be assigned. 

The three seminary baildines are located on a hill. One 
of the main halls, a three-story building erected in 1854, con- 
tains dormitories, chapel, and two lecture-rooms; the other, 
built in 1903, contains dining-room, gymnasium, the common 
room and a lecture-room. The library was erected in 1890. 
The contents of the library are valued at $40,000. The school 
owns also a lot and a dormitory in Chicago. | 

The financial data are: plant and equipment, $221,238; 
productive endowment, $911,678; unproductive endowment, 
$583; total assets, $1,131,564; no liabilities. Expense: ad- 
ministration, $7,148; promotion, $856; instruction, $17,666; 

[348 ] 














ONE HUNDRED SEMINARIES 


maintenance (plant and equipment), $7,888; library, $3,110; 
student aid, $5,347; pensions, $3,655; other, $1,195; total, 
. $46,865. Income: from endowment, $43,722; individual 
' contributions, $550; church contributions, $975; other 
sources, $1,432; total, $46,679. 

Scholarships of $325 are annually offered “assignable on 
the ground of superior proficience and pecuniary need.” De- 
serving students who fail to secure scholarships may re- 
ceive appropriate aid of $300 each, in return for service 
rendered in the library or some other department. For the 
year 1922-23 two scholarships of $500 each were offered “to 
college graduates of high standing and large promise intend- 
ing to enter the liberal ministry.” 


AT PHILADELPHIA 


DIVINITY SCHOOL OF THE PROTESTANT EPISCOPAL CHURCH IN 
PHILADELPHIA 
LUTHERAN THEOLOGICAL SEMINARY (MT. AIRY) 
TEMPLE UNIVERSITY, SCHOOL OF THEOLOGY 
THEOLOGICAL SEMINARY OF THE REFORMED EPISCOPAL CHURCH 


Philadelphia has a population of 1,823,779. It offers the 
student modern cosmopolitan advantages in every field, with 
a background of distinguished educational, religious and civic 
traditions. 


DIVINITY SCHOOL OF THE PROTESTANT EPISCOPAL CHURCH IN 
PHILADELPHIA 


Protestant Episcopal. Dean, George G. Bartlett, S.T.D. 


The date of the original charter is 1862. 

The seminary is controlled by a board of trustees and a 
board of overseers, which are self-perpetuating. The bishop 
of this diocese acts as president. 

There are two semesters of sixteen weeks each. 

There are eight professors, two instructors and two lec- 


[349] 








THEOLOGICAL EDUCATION IN AMERICA 


turers. Faculty members must be clergymen of the Protes- 
tant Episcopal church. 

Candidates for admission must have a Bachelor’s degree 
or pass an examination. 

There were thirty-four students in 1921-22, all members 
of the Protestant Episcopal church. Twenty-five were from 
Pennsylvania and seventeen had college degrees. 

Of the ninety-six semester hours required for graduation, 
seventy-eight are prescribed. The diploma of graduation is 
conferred upon those who complete the course as stated above. 
The B.D. degree is conferred for postgraduate work. 

The campus is valued at $225,000. The seminary owns one 
dormitory and rents another. There is also a library build- 
ing, temporarily used for classrooms and chapel also. At 
the time the report was made, a chapel costing about $150,000 
was about to be built, and the seminary planned to build dor- 
mitories on the campus very soon. The library was valued at 
$35,000. 

The financial data are as follows: plant and equipment, 
$325,000; productive endowment, $497,201; other assets be- 
longing to permanent funds, $22,663; total, $844,864, plus 
$110,000 chapel endowment (a separate fund held under spe- 
cial trust). Expenses: $33,300. Income: from endowment, 
$27,600; from individual contributions, $5,700; total, 
$33,300. 

Scholarships are provided for students needing such aid. 
After the junior year, the continuance of these scholarships 
depends upon the academic standing of the student. 


TEMPLE UNIVERSITY, SCHOOL OF THEOLOGY 


Undenominational. Dean, Walter B. Shumway, B.D., D.D. 


The original charter of Temple University, then Temple Col- 
lege, of Baptist origin, was granted in 1888. The school of 
theology is one of the oldest schools of the university. It 
originated about thirty years ago when a group of men then 
at the university began to study for the ministry. 


[350] 

























ONE HUNDRED SEMINARIES 


The board of trustees is self-perpetuating. The Governor 
of Pennsylvania and the Mayor of Philadelphia are ex-officio 


. members of the board. 





The school year is divided into two semesters of eighteen 
and one-half weeks each. The recitations are held in the 
evening between six-forty-five and ten o’clock. 

There are twelve professors, of whom only one teaches 
full-time. There is also one part-time lecturer. All are re- 
quired to have Evangelical Protestant beliefs. 

A four-year high-school course, including Latin, college 
graduation, or an examination in the required high-school 
subjects, is the requirement for admission. 

There were forty students, representing seven denomina- 
tions, in 1922-23. Nearly all were from Pennsylvania and 
New Jersey; five had college degrees and two others had 
some college training. 

In an evening school, the regular course, covering the work 
offered in the average seminary in three years, requires five 
_ years. All work is prescribed. Fifty-eight units are required 
in the diploma. course, sixty in the degree course. (A unit 
represents one hour of classroom work a week throughout the 
year.) In addition to the usual theological subjects, ethics, 
psychology and sociology are required in both courses; logic 
and advanced English in the diploma course, while history 
of philosophy may be substituted for a course in homiletics 
in the degree course. There is a Bible training school depart- 
ment which admits both men and women. The diploma is 
granted to those who complete the course. College graduates 
who sustain an average grade of 85 per cent. for the whole 
course and present a thesis receive the B.D. degree. 

The school of theology has no separate home. Finances 
are not differentiated from those of the university. 

Student aid is frequently granted by the denominational 
boards of the home churches. 

















THEOLOGICAL EDUCATION IN AMERICA — 


AT PITTSBURGH 


PITTSBURGH THEOLOGICAL SEMINARY 
REFORMED PRESBYTERIAN THEOLOGICAL SEMINARY 
WESTERN THEOLOGICAL SEMINARY 


Pittsburgh, dominated by iron and steel, is one of the com- 
mercial centers of the world. The population of 588,343 con- 
tains many foreign and industrial elements. The Carnegie 
Institute, the University of Pittsburgh and Pennsylvania Col- 
lege for Women are other higher educational institutions. 


PITTSBURGH THEOLOGICAL SEMINARY 


United Presbyterian. President, Rev. John McNaugher, 
Data, 


The seminary was established in 1825. Its original char- 
ter was granted in 1868. 

There are two boards, a board of directors which has gen- 
eral control of the seminary, and a board of trustees which 
manages its real estate and funds. The board of directors 
consists of six ministers and three elders elected by each of 
four synods, making twenty-four ministers and twelve elders. 
In addition there are three members elected by the alumni as- — 
sociation. The board of trustees is appointed by the board 
of directors. There are eight laymen and one minister on — 
this board. 

The school year is thirty-two weeks in length. 

There are nine regular faculty members, eight on full-time 
and one on part-time. An emeritus professor and nine lec- 
turers are not counted as regular members. Faculty members — 
must belong to the United Presbyterian church. 

College graduation or its equivalent, is required for ad- | 
mission in all ordinary cases; but there are exceptions to 
this rule. 

There were fifty-five students in 1922-23, fifty-three of 
whom were United Presbyterians. Of these, forty-four had 
college degrees and six others had some college training. 


[352] 








ONE HUNDRED SEMINARIES 


' Twenty-eight were from Pennsylvania, the others from ten 


states and one foreign country. 

There are two prescribed courses of study, one in which 
both Hebrew and Greek are required, and one in which Greek 
is required and philosophy of religion, biblical ethics, and 
apologetics are substituted for the work in‘Hebrew. Students 
help in the social settlements and neighborhood houses, and 
special tours of investigation are made to industrial plants, 


_ coal mines, tenement districts and the congested quarters of 


the city. No degree is given on graduation. The degree 
of B.D. is given for graduate work. 

The seminary is housed in a five-story brick building 
erected in 1899. On the first floor are chapel, reception room, 
library, reading-room, gymnasium, president’s office and jani- 
tor’s home; on the second are three classrooms, offices and 
students’ waiting-room; the other three floors contain dor- 
mitories, dining-hall and kitchen. The library is valued at 
$15,000. 

The financial data are: plant and equipment, $215,000; 
productive endowment, $396,988; funds subject to annui- 
ties, $5,000; other assets belonging to permanent funds, $117,- 
041; total assets, $734,029. Expense: total, $38,532. In- 
come: total, $24,982. 

The Board of Education grants to deserving students 
amounts as follows: $187.50 to students of the first year, 
on condition that they do not take appointments to preach 
during the time the seminary is in session; $125 to second- 
year students, on condition that they do not preach on an 
average of more than two Sabbaths per month; and $62.50 
to third-year students without condition. Members of the 
junior class may receive $50 in partial compensation for as- 
signed mission work. Six scholarships of $50 each are 
awarded to the members of the junior class who attain the 
highest average grade in scholarship. The recipients must 
have an average grade of 85 per cent. and not less than 80 
per cent. in any subject, and must agree to complete the course 
at this seminary. 


[353] 














THEOLOGICAL EDUCATION IN AMERICA 


WESTERN THEOLOGICAL SEMINARY 


Presbyterian U. S. A. President, Rev. James A. Kelso, 
PRD yeDi Ds ALT): 


This seminary is four blocks from the Pittsburgh Theo- — 
logical Seminary. It was established in 1825. 

The school year is two semesters of sixteen weeks. 

The faculty consists of one administrative officer, seven 
professors (two retired), one associate professor and three 
instructors, two being on part-time. For admission to college © 
diploma, the passing of an examination, or a certificate cover- 
ing a similar amount of work actually done is required. 

In 1921-22 there were fifty-seven students, chiefly Presby- — 
terians, representing eight states, one foreign country and | 
fireave educational institutions. 

The courses of the junior and middle years are required. 
During the senior year a student may select eight hours 
with reference to his specialty. The curriculum has been 
developed to prepare men for (1) the regular pastorate; (2) 
the foreign field; (3) home missionary service; (4) religious 
education; (5) teaching the Bible in colleges. Students who 
fall below the grade of “a” in their regular work will not 
be allowed to take aeiirioee courses above the hours pre- 
scribed in the junior and middle years. 

The B.D. degree under the College Council of the State of 
Pennsylvania has been given for a fourth year of study. 
For this, the degree Master of Sacred Theology is to be sub- 
stituted. The degree Bachelor of Sacred Theology is con- 
ferred at graduation. 

The library building is a model of perfection and is ade- 
quate for a much larger school. It contains about 40,000 
volumes. The seminary is in possession of the James War- 
rington Library of Church Music, containing 10,000 volumes. 
It is one of the finest of its kind on the continent. The 
administration and recitation hall building is well arranged 
and well lighted. The dormitory is constructed as a “Y” 
so that every room is an outside one with exposure to the sun. 


[354] 








ONE HUNDRED SEMINARIES 


In the center of the “Y” is a rotunda uniting the wings in 
a single building although in fact there are three. On the top 
floor is a well-equipped dining-room, and on the lower floor 
are reception rooms and a parlor. At the rear of the unit is 
a gymnasium. 

The financial data are: plant and equipment $547,140; 
endowment $817,879; liabilities $46,512; net assets $1,318,- 
506. Expense: administration $11,667, promotion $1,912; 
instruction $28,372; maintenance (plant and equipment) 
$16,918; library $3,492; student aid $3,683; other expenses 
$10,122; total $76,166. Annual income; endowment $44,- 
131; individual contributions $2,600; church contributions 
$8,165; other sources $12,789; total $67,685. 

Two competitive fellowships yielding $500 each are open 
annually. All students needing financial assistance may re- 
ceive a maximum of $150 per annum each from the scholar- 
ship fund of the seminary. A loan fund is available to stu- 
dents, advances from which may be repaid after graduation. 


AT READING 
EVANGELICAL SCHOOL OF THEOLOGY 


Evangelical Association. Principal, Bishop S. C. Brey- 
fogel, D.D., LL.D. 


The chief industries of Reading, a city of 107,784, are rail- 
road shops, iron works and mills. There are five churches 
of the Evangelical Communion. The seminarv is a part of 
Schuylkill Seminary and Junior College. 

Schuylkill Seminary was founded at Reading by the East 
Pennsylvania Conference in 1881, and in 1886 removed to 
Fredericksburg, where it remained until 1902 when the pres- 
ent site was purchased and the school returned to Reading. 

The institution is controlled by the boards of trustees of 
four conferences and members must be members of the de- 
nomination. The body consists of nine ministers and nine 
business men. 

The school year is thirty-eight weeks. 


[355] 











THEOLOGICAL EDUCATION IN AMERICA _ 


There are two full-time and three part-time faculty mem- 
bers. All must be members of the denomination. 

High-school graduation is required, and college work is 
recommended, for admission to the seminary. In 1921-22 
there were eighteen students of whom sixteen were members 
of the Evangelical Association. All were from Pennsylvania 
and from Schuylkill Seminary Junior College. 

Seventy semester hours are required for graduation of 
which only eight are elective. The course requires two years. 
Graduates of the Junior College who complete the two-year 
seminary course receive the degree; others receive the diploma. 

The theological seminary has no equipment nor budget 
separate from that of Schuylkill Seminary as a whole. It has 
an endowment of $75,000. 

One hundred dollars a year is granted as aid to a student 
who is not preaching. 





AT SELINSGROVE 
SUSQUEHANNA UNIVERSITY SCHOOL OF THEOLOGY 


Dean, Franklin P. Manhart, A.M., D.D. 


This village of 1,937 has a few small factories, but the 
environment offers little opportunity for field work. There, 
are two churches of the communion in the village. A few 
miles away is Sunbury, a city of 18,000 with four Lutheran 
churches, one with 1,800 members. The seminary is the 
theological department of Susquehanna University. 

In 1858 a school known as Missionary Institute was 
founded at Selinsgrove. In 1894 the charter of this school 
was amended, changing the corporate name to Susquehanna 
University and granting authority to confer degrees. 

As a department of Susquehanna University the seminary 
is governed by the board of directors of the university. The 
board is self-perpetuating. Members must be active Christians 
interested in Christian education, and at least three-fourths of 
them must be members of the Lutheran church. 


[356] 











ONE HUNDRED SEMINARIES 


The seminary year consists of two semesters of sixteen 
weeks each. 

There are three full-time professors and eleven part-time 
faculty members. They must be Lutherans and in harmony 
with the Augsburg Confession, and teaching must be within 
the limits of theistic evolution. 

An applicant for admission must possess a college degree 
or submit to examination in the essentials of a college course. 

In 1921-22 there were twenty-six students, of whom twenty- 
three were Lutherans; all were from Pennsylvania; nineteen 
had college degrees; seven were from college but without de- 
gree; four of the latter expected to receive the A.B. in June. 

The course covers three years and all work is prescribed. 
Hymnology, church music and church architecture are re- 
quired. Electives are offered for additional work in Hebrew, 
Greek and ecclesiastical Latin and German. 

The seminary diploma is granted to those who complete the 
three-year course. The candidate for the B.D. degree must 
hold the baccalaureate degree and must have maintained a 
grade of not less than go per cent. during the junior and senior 
years of his college course. He must pass a special exami- 
nation each year, maintain an average grade of not less than 
go per cent. during the entire course in the seminary, present a 
thesis of not less than 5,000 words and deliver an oration at 
his graduation. 

Equipment and finances are not separated from those of the 
university as a whole. 

More than half the students receive aid from the synods. 


SOUTH CAROLINA 


AT COLUMBIA 


COLUMBIA THEOLOGICAL SEMINARY 
SOUTHERN LUTHERAN THEOLOGICAL SEMINARY 


The capital city of South Carolina, with 39 per cent. of its 
population Negro, with textile mills, two women’s colleges, 


[357] 









THEOLOGICAL EDUCATION IN AMERICA 


the state penitentiary, the state university and many churches, 
affords a typical laboratory of educational denominational 
facilities for the study of southern social and civic problems. 
Columbia has a population of 37,524 in a state three-quarters 
rural. 




























COLUMBIA THEOLOGICAL SEMINARY 





Presbyterian Church in the United States. President, John 
M. Wells, Ph.D., D.D. 3 


The seminary was founded in 1828 by the Synod of South 
Carolina and Georgia, which occupied the territory now em- 
bracing the synods of South Carolina, Georgia, Alabama and 
Florida. Each of these synods afterward assumed the obli- | 
gation to maintain the institution. Originally in Georgia, 
the school moved to Columbia in 1830. 

The directors are chosen from the controlling synod as 
follows: six from South Carolina, four from Georgia, three 
from Alabama and two from Florida. They are chosen for 
limited terms, five retiring each year, and they may be re- 
elected. On the board are ten clergymen, two business men, 
one lawyer and two teachers. One of the clergymen is also 
president of the Presbyterian College of South Carolina. 

There are eight full-time members of the faculty. 

The A.B. degree is required for entrance to the course lead- 
ing to the degree of B.D., but the Presbytery may permit 
exceptions. 

Of the sixty-four students in 1922-23, sixty-one were 
Presbyterian U.S. Of the twenty-five entering this year, 
fifteen were from South Carolina, six from Georgia, three 
from Alabama, one from Illinois. In 1921-22 there were 
twenty-six students with college degrees, twenty-nine from col- 
lege but without degrees, and three from training schools. 
Six had been Phi Beta Kappa or honor students in college. 

All work is_prescribed. 

The B.D. degree is conferred at completion of the pre- 
scribed three-year course. 

The campus is a city square of four acres valued at $54,- 


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ONE HUNDRED SEMINARIES 


500. There are two dormitories of twenty-four rooms each; 
a central building, originally a Colonial residence; a refectory ; 


_ and a small chapel. The number of volumes in the library 


is 31,000. 

Plant and equipment are valued at $191,079; productive 
endowment $268,132; funds subject to annuities $10,000; 
total assets $469,211. 

Expenses: administration $4,195; promotion $1,944; in- 
struction $20,453; maintenance (plant and equipment) $3,- 
099; library $405; student aid $3,716; other $5,437; total 
$39,249. 

Income: from endowment $17,183; individual contribution 
$2,758; church contributions $21,298; other sources $791; 
total $42,030. 

Assistance is given to students from scholarships and from 
the students’ fund. A student requesting such aid must 
bring from the chairman of education in his presbytery a 


written statement of the amount he will need. 


SOUTHERN LUTHERAN THEOLOGICAL SEMINARY 


United Lutheran Church in America. Dean, A. G. V oigt, 
fe, LL.D. 


The seminary was established about ninety years ago, but 
received its first charter in 1921. 

The members of the board of directors are elected by seven 
Lutheran synods in the southern states. There are eleven 


' ministers, one lawyer and five business men. 


There are three full-time and one part-time professors. 
“The professors who teach in the Southern Lutheran Semi- 
nary are solemnly pledged to conform all their teaching to 


' the doctrinal basis of the Synods to which it belongs, as de- 
' fined in their constitutions, to wit, to the Holy Scriptures, 


_ the inspired writings of the Old and New Testaments, and 


to the Symbolical Books of the Lutheran Church, as con- 
tained in the Christian Book of Concord.” 
College graduation is the usual requirement for entrance. 


_ “Exceptions are made only by unanimous vote of the faculty.” 


[359] 











THEOLOGICAL EDUCATION IN AMERICA 


In 1921-22 there were thirteen students, all Lutherans. 
Five were from South Carolina, five from North Carolina, 
two from Georgia and one from Mississippi. Twelve had 
college degrees, and the other had received some college 
training. 

The course covers three years and all work is prescribed. 
One hundred and nine semester hours of work are required. 

A certificate of graduation is conferred upon completion 
of the course. 

The Seminary is located on a campus of six acres. There 
is one building, containing lecture-rooms, chapel, library and 
reading-rooms, dormitories, diningthall and kitchen. The 
dean’s residence and two professors’ houses are on ground 
adjoining the seminary campus. The library contains 5,500 
volumes, including many German and Latin books. The 
reading-room is supplied with papers and magazines, both re- 
ligious and secular. 

Plant and equipment are valued at $71,000; productive 
endowment $65,000; total assets $136,000. Expense: ad- 
ministration $200; instruction $5,100; maintenance (plant and 
equipment $800; library $200; other $700; total $7,000. — 

Income: from endowment $4,500; church contributions 
$2,500; other sources $500; total $7,500. 

Student aid is not given directly through the seminary, 
but by the synods that support it. 





TENNESSEE 


AT NASHVILLE 
VANDERBILT UNIVERSITY SCHOOL OF RELIGION 
Undenominational. Dean, Oswald E. Brown A.M., B.D., 


DD, 


This historic southern city with its educational tradition 
offers exceptional opportunity for laboratory experience in 
social and civic work and in the study of inter-racial re- 


[360] 








ONE HUNDRED SEMINARIES 


lationships. The Negroes form one-third of the total popu- 
lation of 118,342. 

The original charter of Vanderbilt University was granted 
in 1872. In 1875 the biblical department, which is now 
known as the School of Religion was opened. The school 
was Methodist Episcopal in origin; but is now undenomi- 
national. 

The board of trustees is self-perpetuating. There are 
thirty-three members, two of whom are elected by tie board 
upon nomination by the alumni. Two are ministers. 

There are six full-time and three part-time members; all 
of them professors. In addition there are five lecturers who 
are not on the regular faculty list. No ecclesiastical con- 
nections or declarations are required. 

In 1921-22 there were thirty-seven students, of whom six- 
teen were Methodist, thirteen Disciples of Christ, three Bap- 
tist, one Presbyterian, one Brethren, one Lutheran and one 
Jewish. Nine states were represented, the heaviest repre- 
sentation being from Tennessee, Virginia and North Carolina. 
There were also four Japanese students. Twenty-five had 
college degrees, nine others had some college training. All 
entrants who have not finished the sophomore year at college 
are required to take a course in the department of English in 
the college of arts and sciences. “All courses in the school 
are elective, admitting of maximum degrees of specialization.” 
Graduate courses in the college of arts and science, may be 
elected by students in the school of religion. 

The B.D. degree is conferred upon the holders of a bac- 
calaureate degree from a college or university of recognized 
standing and who has completed one hundred and twenty- 
eight units, or class-hours of work in such subjects as are 
recognized for credit in the school of religion. A diploma 
is granted to those who complete one hundred and twenty- 
eight hours of work. 

The school of religion is housed in a five-story brick build- 
ing located on the Vanderbilt University campus. It con- 
tains dining-hall, chapel office, lecture-rooms, students’ rooms, 
parlor, library and apartments for professors. The library 


[361] 











THEOLOGICAL EDUCATION IN AMERICA 


consists of about 14,000 volumes, and both English and 
American periodicals are currently received. 

The financial data are: plant and equipment $133,942; 
endowment (for teaching, lectures and scholarships) $418,- 
000; total assets $551,942. Expense (for year ending May 
I, 1921): administration $1,500; maintenance (plant and 
equipment) $4,113; promotion $1,017; instruction $16,800; 
library $318; other $930; total $24,678. Income: from 
endowment $17,948; fees (library and matriculation) $1,275; 
special appropriations $400; other sources $5,736; total 
$25,359. 

There are a number of scholarships of $150 each which 
are awarded to needy students who are graduates of colleges 
of recognized standing. Students holding these scholarships 
may also receive during the year about $75 each by giving 
an hour a day or more to such service (library, office, dining- 
room, social settlement, or other forms of work) as the 
faculty may designate. Holders of scholarships, if not them- 
selves serving as pastors, are expected to cooperate with the 
pastor of some church of their own denomination in the 
city. 





TEXAS 


AT AUSTIN 
AUSTIN PRESBYTERIAN THEOLOGICAL SEMINARY 


Presbyterian U. S. President, Thomas W. Currie, M.A. 
1): 


Austin has the influence of the capital city of the state and 
the University of Texas; there are three churches of the de- 
nomination, and access may be had to a variety of social 
and industrial laboratory material. The population (34,876) 
is 10 per cent. Mexican and 20 per cent. Negro. 

In 1884 an informal conference of the ministers of Central 
Texas Presbytery requested the pastor of the Presbyterian 
church at Austin to take charge of the instruction of as many 


[362] 





ONE HUNDRED SEMINARIES 


candidates for the ministry as should desire to place them- 
selves under his direction. In 1895 the school was suspended ; 
but the library was kept together and the funds on hand in- 
vested. In 1898 the Synod of Texas established as successor, 
the Austin Presbyterian Theological Seminary, and the work 
was formally opened in 1902. The regular work was sus- 
pended during the war and resumed in September, 1921, 
under the control of the synods of Arkansas, Oklahoma and 
Texas and of the General Assembly of the Presbyterian 
Church in the U. S. 

The trustees hold office for a term of three years, the synods 
of Texas selecting nine, those of Arkansas four, and of 
Oklahoma two. There are ten ministers, one school superin- 
tendent and four business men. 

The faculty of three full-time and one part-time profes- 
sors and one instructor must subscribe to the standards of 
the Presbyterian Church in the U. S. 

Every student on entering the seminary is required to sub- 
scribe to a “declaration”. Seven of the ten students in 1921- 
22 were admitted conditionally. Two had degrees, one from 
the University of Texas and one from Davidson College; 
three others had had some college work and four were from 
high schools. Five were from Texas, one from Virginia, 
three from Mexico and one from Persia. All were Presby- 
terians. 

All of the work is prescribed. There is no work in any 
but the traditional theological subjects. 

Candidates for the B.D. degree must have the A.B. de- 
gree from one of the synodical colleges of Texas or from 
an institution of equal grade, and an average standing of 
not less than 75 per cent. in the full course of the seminary. 
Those who have not received the A.B. degree but who have 
satisfactorily passed final examinations of the senior year of 
one of the above mentioned institutions, are also eligible. 

The campus is five and one-half acres, valued at $25,000. 
There are seven buildings, including a building used for 
dormitory and class purposes, a refectory which also contains 


[363] 















THEOLOGICAL EDUCATION IN AMERICA 


the library, and five faculty houses. The library ‘is valued 
at $7,000. 

Plant and equipment are valued at $150,000; productive 
endowment, $150,000; unproductive endowment $68,000; 
total $368,000. Income from endowment $10,000; church 
contributions $13,000; total $23,000. Expenses $19,000. 

Tuition is free. Scholarship funds and appropriations by 
the committee on education enable the faculty to help every 
proper applicant for aid, especially those under the care of 
a presbytery and pursuing the regular course. 


AT DALLAS 
SOUTHERN METHODIST UNIVERSITY, SCHOOL OF THEOLOGY 


Methodist Episcopal, South. Dean, Paul B. Kern, A.M., 
al eae 


The industries of this city of 158,976 are harness making, 
saddlery, the manufacture of cotton gins and garment mak- 
ing. The proportion of foreign-speaking people is 5 per cent., 
and of Negroes 15 per cent. There are sixteen churches 
of the denomination in the city. 

Before 1908 there had been a professor of Bible and 
kindred subjects in Southwestern University. In that year a 
dean of the theological department was elected, and soon after 
that ,an effort was made to move the university to North 
Texas. This culminated in the establishment of the Southern 
Methodist University at Dallas, with the understanding that 
a school of theology be established in connection with it, and 
the original charter was,granted in 1913. 

Twenty of the trustees are elected by the annual conferences 
and confirmed by the general conference; six others are chosen 
by the general conference from the church at large. Sixteen 
of the trustees are clergymen. 

The school year is divided into three terms of twelve weeks 
each and a six-weeks summer session. 

There are eighteen faculty members, ten of whom are for 


[364] 








ONE HUNDRED SEMINARIES 


full-time. There are seven full professors. It is presumed 
that all the permanent faculty mernbers will be members of 
the Methodist church. 

In 1921-22 there were 140 students of whom 139 were 
Methodists; thirty-five had college degrees. In the previous 
year, when there were 111 students, seventy-one were from 
Texas, thirteen from Oklahoma, twelve from Arkansas and 
the remainder from eight other states. 

For the B.D. degree, graduation from an ‘“‘A-grade” col- 
lege (Methodist Episcopal Board of Education) and ninety 
semester hours are required, of which seventy-seven are pre- 
scribed. Of all electives, twelve semester hours must be in 
the major subject. The candidate must have an average 
grade of “C,” prepare a dissertation upon an approved subject 
in his major department, and pass an oral examination which 
shall cover not less than thirty semester hours of work. For 
those who are not candidates for the degree, there is a 
course, leading to a certificate in theology, which requires 
_two years in the college of arts and sciences and two years 
in the school of theology. The prerequisite is the completion 
of “the equivalent of the sophomore year in a standard 
college.”’ 

The school of theology shares the equipment of Southern 
Methodist University. Its classes are held in the main ad- 
ministration building and the students use the same 
~ dormitories. 

The plant and equipment, valued at $1,368,757, are owned 
by the university. The proportion owned by the school of 
theology is estimated as one-tenth, or $136,876. Other data 
for the school of theology are: productive endowment $38,- 
875; other assets $36,500; total assets (including estimated 
value of plant and equipment) $212,251. Expense: admini- 
Stration $2,500; promotion $1,000; instruction $27,000; 
| maintenance (plant and equipment) $3,400; library $500; 
student aid $3,600; total $38,000. Income: from endow- 
‘ment $4,100; individual contributions $6,000; church con- 
tributions $30,000; total $40,100. 

_ “A limited number of scholarships are open to young 
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THEOLOGICAL EDUCATION IN AMERICA 


ministers who hold a bachelor’s degree from a college of 
recognized standing, who need aid in pursuing courses lead- 
ing to the degree of Bachelor of Divinity. In return for 
these scholarships some work is required in the library or 
another department of the University.” 





AT SEMINARY HILL 
SOUTHWESTERN BAPTIST THEOLOGICAL SEMINARY 


Southern Baptist Convention. President Lee Rutland 
Scarborough, A.B., DD. 


Seminary Hill is about six miles out of Fort Worth, which 
is a manufacturing and shipping town of 106,482. There 
are about twenty-five churches of the denomination in the 
city. The Seminary was originally the Bible Department 
of Baylor University. Prior to 1901 biblical and theological 
instruction had been given to the students of the university. 
In that year a theological department was organized. In 
1905 the department was enlarged with power to grant all the 
degrees usually conferred by such an institution. In 1907 
a separate institution was established and named the South- 
western Baptist Theological Seminary. A board of trustees 
was constituted at the San Antonio convention, and a charter 
was secured from the state in 1908. In 1910 the seminary 
moved from Waco to Fort Worth. 

There are twenty-five members on the board of trustees; 
fifteen of whom are ministers. The Baptist General Convention 
of Texas may retire not more than six members annually and 
shall fill the vacancies with citizens of Texas unless it thinks 
best to have citizens of other states; if so, they shall be ap- 
pointed by like bodies in other states. 

The school year is divided into four terms of nine weeks 
each and a summer term of eight weeks. 

The faculty is composed of eleven professors, four as- 
sistant professors, three associate professors, fifteen in- 
structors and a librarian. All must be Missionary Baptists. 

High-school graduation is expected for admission. In 


[366] 








ONE HUNDRED SEMINARIES 


1921-22 there were in residence 796 students, of whom 390 
were women. Of those from colleges, 151 had the A.B. 
or an equivalent degree, and seven the M.A. degree; seven- 
teen had degrees from theological seminaries or training 
schools; fifty-six were from normal schools; two had the 
degree of Bachelor of Laws. The great number come from 
colleges of the same denomination as the seminary. ‘I'wenty- 
seven states and seven foreign countries were represented. 

For the degree of Bachelor of Theology, 100 semester hours 
of work are required; for that of Master of Theology, 
108 and a thesis of 3,000 words. In both cases all except- 
ing eight semester hours are prescribed. Greek and Hebrew 
are required for the M.Th. degree, but not for that of B.Th. 
Eight semester hours in evangelism are required of all stu- 
dents taking any degree. Each student must do some form 
of practical work at least once a week. 

For the two-year graduate course leading to the degree of 
Doctor of Theology, candidates must possess a college degree, 
or its equivalent, and the Th.M. degree from this seminary, 
or its equivalent from a seminary of recognized standing, 
and must submit a thesis of 15,000 words. In addition to 
the seminary proper, there is a school of religious education, 
a school of gospel music and a missionary training school. 
The institution confers the degrees Bachelor of Religious 
Education, Master of Religious Education, Bachelor of Gos- 
pel Music, Bachelor of Missionary Training, Master of Mis- 
sionary Training, and diplomas of Religious Education, Gos- 
pel Music and Missionary training. 

The campus covers about thirty acres and is valued at 
$50,000. There are three buildings; a dormitory built dur- 
ing I910-I2; a woman’s training school building built in 
1913, with an annex built in 1921; and a temporary teach- 
ing building built in 1920. There is also a central heating 
plant built in 1920-21. The library is valued at $7,500. A 
dairy farm is owned by the institution. 

The financial data are: plant and equipment $1,002,500;7° 
invested endowment $390,000; total assets $1,618,000; less 


%*Ttems as given total $852,500. 


[367] 











THEOLOGICAL EDUCATION IN AMERICA 


liabilities $118,000; net assets $1,500,000. Total expenses 
(1920-21) $130,000. | 

“The Baptist General Convention of Texas and some other 
states makes an annual appropriation to Ministerial Education 
in the Seminary.” The beneficiary must be licensed or or- 
dained or commended to the institution by his church and 
must not be addicted to the use of tobacco in any form. 





VIRGINIA 


AT ALEXANDRIA 


PROTESTANT EPISCOPAL THEOLOGICAL SEMINARY IN 
VIRGINIA 


Dean, Berryman Green, D.D. 


The site of the seminary, six miles from Washington, is 
a tract of sixty-five acres, much of it virgin forest, two and 
a half miles from Alexandria, a city of 18,060, of whose popu- 
lation 23 per cent. is Negro. In the neighboring rural areas 
the school maintains twelve mission points which serve as 
laboratories for the students. 

A theological class founded at the College of William and 
Mary in 1821 was transferred to Alexandria and chartered 
as a seminary in 1823. In 1827 it moved to its present 
location. 

The board of trustees is a self-perpetuating body com- 
posed of five bishops, seven clergymen and seven laymen. 

There are six professors and one instructor. All except 
instructors in music and elocution must be fully ordained 
ministers of the Protestant Episcopal church. 

A baccalaureate degree or its equivalent is required for 
entrance. 

In 1921-22 there were sixty-one students, all Protestant 
Episcopalians. Fifteen states were represented, the largest 
numbers coming from Virginia, North Carolina and Penn- 


[368] 








ONE HUNDRED SEMINARIES 


sylvania. Thirty-five had college degrees, twenty others some 
college training. 

The course occupies three years and all work is prescribed, 
except that in Hebrew. 

A student who has the A.B. degree, who completes the 
full course of the seminary with an average of 85 in each year 
and no grade of less than 75 in any department, and who 
presents a thesis on some subject specified by the faculty, re- 
ceives the B.D. degree. Others are graduated without degree. 

The recitation hall contains lecture-rooms and some dor- 
mitory rooms; there are also four dormitories, a library, a 
chapel, a refectory and homes for the professors. The library 
contains 35,000 volumes. 

Financial data are not furnished. 

The education society will aid applicants for admission who 
furnish testimonials of “sufficient health, religious character, 
competent ability and needy circumstances.” 


AT RICHMOND 
UNION THEOLOGICAL SEMINARY 


Presbyterian Church in the United States. President, 
Walter W. Moore, D.D., LL.D. 


Richmond is a manufacturing city with the influence of 
the Old South in its educational and cultural life. About one- 
third of the population of 171,667 is Negro. 

The Seminary was founded in 1812 by the Synod of Vir- 
ginia. In 1822 it was transferred to the Presbytery of Han- 
over. In 1826 the General Assembly took charge of it, and 
the synods of Virginia and North Carolina took the place 
of Hanover presbytery in governing the institution, the pres- 
ent name having been adopted at that time. The Civil War 
interrupted progress. In 1915 the Synod of Appalachia 
entered into codperation with the two synods already in 
control, and in 1919 the Synod of West Virginia also entered 
into cooperation. 

The trustees must be chosen from the directors who are 


[369] 











THEOLOGICAL EDUCATION IN AMERICA 


appointed by the controlling synods. The directors and 
trustees number twenty-eight, of whom half must be ministers 
and half ruling elders or deacons. 

There are seven full-time professors and one on part- 
time, and one part-time instructor. Faculty members must 
be members of the Presbyterian Church in the United States 
and must subscribe to the following: “I do solemnly engage 
not to teach anything that appears to me to contradict any 
doctrine in the Confessions of Faith, nor to oppose any of the 
fundamental principles of the Presbyterian Church govern- 
ment, while I continue as Professor in this Seminary.” 

In 1921-22 there were 101 regular undergraduate students, 
five specials and six graduates. Of Presbyterians there were 
103, the rest being Methodist and Baptists. Seventy-eight had 
college degrees, twenty-four others some college training. 
Thirty-five were from Virginia, thirty from North Carolina, 
thirty-six others from the South, eight from other countries. 

The applicant must be a graduate of a “respectable college” 
or present “‘testimonials of possessing such literary qualifica- 
tions, especially in languages, as would entitle him to enter 
the senior class” in such a college. Students deficient in this 
respect may be admitted if recommended by the presbytery 
from which they come, as subject to the exception in ex- 
traordinary cases provided in the form of government. 

There are two undergraduate courses, the regular course 
and a special English course. All work is prescribed. There 
are also a postgraduate course and a special midwinter course 
for ministers, as well as a course of advanced studies re- 
quiring three years’ work, part of which may be taken by 
correspondence, and open to ministers of not less than five 
years’ ministerial service who are graduates of standard semi- 
naries or who have extraordinary attainments. A thesis is 
required in this course. 

The B.D. degree is given to those who complete the regular 
course with an average grade of 85 per cent. in all the studies 
of every term, with not less than 75 per cent. in any study, 
and who have the A.B. degree or have pursued an equivalent 
course. A diploma without degree is awarded to those who 


[370] 




















| 


ONE HUNDRED SEMINARIES 


complete this course but who are not entitled to the degree, 
and to those who complete the English Course. A post- 


. graduate diploma is given for the postgraduate course. The 


B.D. degree is given on completion of the three-year course 
of advanced studies. 

The campus proper contains about eleven acres and thirty- 
four acres besides are reserved for future growth. Among 
the buildings is a model Sunday school building containing 
recitation, social, kindergarten and Boy Scout rooms and 
equipped as a laboratory church. On adjoining tracts are 
two small residences and two apartment houses for married 
students. The library contains about 30,000 volumes and 
about $400 yearly is invested in books and periodicals. 

Plant and equipment $957,000; productive endowment 
$855,445; unproductive $9,963; funds subject to annuities 
$30,250; other assets belonging to permanent funds $22,555; 
total assets $1,875,213. 

Expenses: administration $10,675; promotion $2,975; in- 
struction $25,312; maintenance (plant and equipment) 
$18,439; library $1,884; student aid $8,887; other $1,200; 
total $69,372. 

Income: from endowment $50,272; tuition $90; individual 
contributions $1,350; church contributions $13,347; other 
$1,346; total $66,405. 

The income from scholarship funds, together with appro- 
priations from the committee on religious education, enables 
the faculty to help every proper applicant for aid. 


BRITISH COLUMBIA 


AT NEW WESTMINSTER 
COLUMBIAN METHODIST COLLEGE 
Methodist Church in Canada. Principal, A. M. Sanford, 


A.B., B.D. 


The chief industries of the city of 18,000 in which this 
college is situated, are lumber milling, fishing, and commerce, 


[371] 











THEOLOGICAL EDUCATION IN AMERICA 


New Westminster being the market center for Fraser Valley. 
The University of British Columbia is twelve miles distant, 
easily reached by electric cars. There are four Methodist 
churches in the city besides churches of all other leading 
denominations. 

The college was founded by charter in 1893. 

Columbian College is governed by a board of directors ap- 
pointed by the general conference of the Methodist church 
The board of directors appoints a board of management of 
six members which meets monthly. 

The school year consists of twenty-eight weeks. The 
faculty consists of four professors, two full-time and two 
part-time, and two special lecturers. All are members of 
the Methodist Church, but this is not a necessary requirement. 

The requirements for admission are “those laid down in 
the Discipline of the Methodist Church.” 

In 1921-22 there were four students, all Methodists. All 
except one were born in other countries but had been living 
in British Columbia for some years before entering the col- 
lege. One was a missionary from West China home on fur- 
lough. | 

In educational preparation, one was a senior matriculant; 
two had partial matriculation standing which they are ex- 
pected to complete. They were returned soldiers and men 
of mature judgment. 

The course of study has approximated that prescribed by 
the Discipline of the Methodist Church in Canada. In 1921- 
22 special attention was given to the psychology of religion 
and to religious education. 

Students are expected to complete a three-years’ course in 
theology and then receive a diploma. The degree of Bachelor 
of Divinity is given to graduates in arts from recognized 
universities who complete the three-years’ course and obtain 
a pass-mark of 60 per cent. in each subject. 

The equipment is owned by the institution and there are no 
separate accounts for the theological department. The in- 
stitution as a whole has no endowment, depending on fees, 


[372] 

















ONE HUNDRED SEMINARIES 


donations and grants from the Educational Society of the 


Methodist church for its annual revenue. 

Fees for tuition are paid by the educational society. Stu- 
dents are also assisted by loans from the society. Supply 
work is usually found for them so that they may pay their 
expenses for board. 

It is planned to separate the theological work entirely from 
the other departments and to have it placed under Ryerson 
College Board in the fall of 1923. It is hoped that this work 


_ may be carried on in cooperation with the Presbyterian and 


Anglican colleges in Vancouver, and that an affiliation with 


_ the University of British Columbia may be formed. 


AT VANCOUVER 
WESTMINSTER HALL 


Presbyterian Church in Canada. Principal, W. H. Smith, 


9M.A., D.D. 


The chief industries of Vancouver, which has a population 
of 117,217, are manufacturing, the lumber business, trans- 
portation and shipping. From 15 per cent. to 20 per cent. of 


the population is foreign-speaking. Advanced educational 


institutions of British Columbia are in the formative stage. 
The Provincial University has been established but ten years 
and has about 1,200 students. 

In 1907 the General Assembly of the Presbyterian Church 


jn Canada authorized the founding of a theological college 


_at Vancouver. In 1908 Westminster Hall opened in Mc- 


Gill University College building; but later in the same year 


' occupied its present building. In 1917 a site was chosen on 


_ the campus of the University of British Columbia, with which 


institution the college had formed an affiliation. The pres- 
ent building, however, is considered temporary, the intention 


_ being to erect the permanent building as soon as the Univer- 


sity occupies its permanent buildings, possibly in 1924-25. 


_ At present the question of union with the Methodists and Con- 


[373 | 















THEOLOGICAL EDUCATION IN AMERICA 


gregationalists is being considered. Should this take place, 
one building would be erected for the united college. 

There is a board of managers consisting of sixty mem- 
bers. They are elected for a period of three years, one- 
third each year, by the General Assembly of the Presbyterian 
Church in Canada. Twenty-four are ministers. 

The session extends over six months, from October to 
March inclusive. 

In 1923 the Hall entered upon a policy of cooperation 
with the Anglican and Methodist Theological colleges, West- 
minster Hall contributing one professor, three instructors and 
four lecturers, which staff will be strengthened by an ad- 
ditional full professor in the near future. In the meantime 
the vacant chair will be supplied by one of the professors 
from one of the colleges of the church. All faculty members 
are ministers in good standing in the Presbyterian Church 
in Canada. 

The baccalaureate degree, or its equivalent, is required 
for entrance; two special students were admitted conditionally 
in 1921-22. 

During the session of 1922 there were sixteen students, 
all members of the Presbyterian Church in Canada except 
two; eleven were from British Columbia, two from Ontario 
and three from Alberta. Two had degrees, twelve were from 
universities but without degree; four of these were com- 
pleting work for the A.B. at the University of British Colum- 
bia. Two special students had no university training. ; 

The course of study is that prescribed by the general as- 
sembly, and requires three years. Junior courses are given 
every year, others in alternate years, the two upper classes 
being combined. 

The. diploma of the college is given upon completion of 
the three-years’ course. The B.D. degree is given for post- 
graduate work. 

There is a library valued at $4,100 and the beginning of 
a museum. 

Such financial data as are available follow: plant and 
equipment (as above) $25,000; endowment, some buildings 


[374 | 











ONE HUNDRED SEMINARIES 


and land valued at $25,000 and a building fund and other 
assets valued at $75,000, of which $60,000 is in bonds. En- 
’ dowment is chiefly in the form of support of the church, which 


assumes the financial responsibility. There are no liabilities. 
Expense: administration, $1,200; instruction $8,265; main- 
tenance (plant and equipment) $3,478; library $1,000; stu- 


dent aid $800; total $14,743. Income: from endowment 


$347; church contributions $13,842; other sources, $40; total 


$14,220. ; 
There is a general bursary fund which is at the disposal 


_ of the senate to aid students both in arts and theology. Grants 


or loans may be made from this fund. There are also a 


_ number of scholarships in theology. 


At present twenty-three graduates of the Hall hold charges 


within the Province. Within recent years there has been a 


growing constituency of native students for the ministry. As 
British Columbia has over 40,000 of the 70,000 Orientals in 
the Dominion, it is recognized that special emphasis must be 


given to the presentation of the Gospel to these peoples. 


A school or department of missions is under consideration. 


MANITOBA 


AT BRANDON 
BRANDON COLLEGE 


Baptist in Canada. President, Howard P. Whidden, D.D., 
CLD, 


Brandon is an agricultural and railway divisional centre, its 


_ chief industry the operation of flour mills. About Io per cent. 


: 
; 


of the population is Ukrainian and Polish. The liberal arts 
department of the college is affiliated with that of McMaster 
University in Toronto. 

The original charter was granted in 1899. 

There are twenty-one members of the board of directors and 
they are appointed annually by the Baptist Union of Western 


[375 | 











THEOLOGICAL EDUCATION IN AMERICA 


Canada. Except four all are laymen, seven appointed each 
year. 

The school year is thirty-two weeks in length. 

The theological faculty is composed of four part-time 
professors. They must be members of the Baptist church. 

For the degree of Bachelor of Theology, either a degree or 
two years’ work in arts is the admission requirement. Pre- 
requisite to the English theological course are the entrance 
requirements for matriculation, without a foreign language. 

In 1921-22 there were five students, all Baptists. They were 
from Manitoba, Saskatchewan and Alberta. 

The two three-year courses are supplemented by a missionary 
training course and one based on a year additional to the 
English theological course, leading to the Associate in Theology 
diploma. It is possible to obtain both the B.A. and the B.Th. 
degrees in six years. In the B.Th. course Greek is required, 
Hebrew being optional. 

There are two buildings for general purposes. The library 
is valued at $7,500. 

The finances of the theological department are not kept 
separately. 

Scholarships available amount to $300 annually. 

“Attendance was sadly depleted during the War and has 
not picked up since the Armistice. The latter fact is due 
largely to an unsettled condition in the minds of part of the 
Baptist denomination especially on the Pacific Coast.” 





NEW BRUNSWICK 


AT SACKVILLE 
MOUNT ALLISON UNIVERSITY ; THEOLOGICAL DEPARTMENT 


Methodist Church of Canada. Dean of Theology, Byron C. 
Borden, B.A. 


Sackville is a town of about 2,500 inhabitants, the chief 
industries being foundries, leather manufactories, farming and 


[376] 











ONE HUNDRED SEMINARIES 


small fruit raising. In addition to the faculty of theology 
there are in Mt. Allison University a faculty of arts and a 
‘faculty of engineering. In the latter and in medicine there 
- is an affiliation with McGill University. 

Mount Allison Wesleyan Academy was opened in 1843 as 

an institution of higher education for boys and young men. 
A similar academy for young women was opened in 1854. In 
1858 the legislature of New Brunswick authorized the trustees 
of Mount Allison Wesleyan Academy to establish at Sackville 
a degree-conferring institution under the name of Mount 
Allison Wesleyan College. In 1886 the corporate name was 
changed to the University of Mount Allison College. 
_ The regents of Mount Allison are forty-two in number. 
_ Twenty-four are appointed by the General Conference of the 
' Methodist Church of Canada, twelve by the alumni society and 
six by the alumnz society of the university. Thirteen are 
clergymen and of the remainder six are women. 

The school year for theological students consists of two 

terms of thirteen and fifteen weeks respectively. 
There are seven professors, all but one of whom are also 
on the arts faculty. No ecclesiastical connections or declara- 
tions are required on the part of the faculty, but members are 
usually members of the Methodist church and ministers. 

The requirement for admission is matriculation in the 
university or the equivalent. 

There were twenty-eight students in 1921-22, all Methodists ; 
four provinces of Canada, Newfoundland and England were 
represented. All students entered without degree; but before 
leaving about half took the B.A. degree in addition to the 
theological certificate. 

A preliminary course is required of all candidates for the 
ministry of the Methodist Church in Canada, which may be 
taken either under the college faculty or under the conference 
board of examiners, and either while the student is preparing 
- for matriculation or while he is an undergraduate. The 
"ordinary course requires six years, the first two under the 
conference board of examiners and the remaining four at 
college under the faculty of theology. This is a combined 


[377] 














THEOLOGICAL EDUCATION IN AMERICA 


course of arts and theology, with one year of the arts course 
aS a minimum requirement. 

Nineteen and one-half courses are prescribed, seven and 
one-half are elective. 

Work in New Testament exegesis must be taken in Greek, 
but in exceptional cases the faculty may allow it to be taken 
in English. Hebrew is required of all who take the B.D. 
course. For graduates in arts who have completed the pre- 
liminary course, there is also a course planned to cover three 
years. Two of the years must be spent at the college and the 
studies of the third year may be taken while the probationer 
is On a circuit or mission, or under other conditions permitted 
by the faculty of theology. This course leads to the B.D. 
degree. 

Students who complete the ordinary course receive the 
theological certificate ; graduates in arts who complete the three 
years’ work prescribed receive the B.D. degree. 

Equipment and finances of this department are not kept 
separately from those of the university. 

A number of scholarships, awarded according to need and 
ability, are available. 

































NOVA SCOTIA 


AT WINDSOR 
KINGS COLLEGE, FACULTY OF DIVINITY 


Church of England in Canada. Dean of the Faculty of 
Diimty, F. V. Vroom, M.A., D.D., D.C.L. 


Windsor, a town of 3,800 with outlying rural conditions, 
is a part of the Acadian country on the highroad between the 
Annapolis Valley and Halifax. The college is a constituent 
part of the University of King’s College.17 

The original charter was granted in 1802. 

The members of the board of governors are chosen, eight 












“ Carnegie Foundation Bulletin, Number 16, 1922—page 17. 


[378 | 






ONE HUNDRED SEMINARIES 


‘by the Synod of New Brunswick, eight by the Synod of Nova 
Scotia, and ten by the alumni. Ten are clergymen. 

The school year consists of twenty-nine weeks. 

There are three full-time professors and three part-time 
lecturers. Faculty members must belong to the Church of 
England. 

First grade matriculation is the requirement for entrance. 

In 1922-23 there were twenty-seven students, all of whom 
were Anglican. Twelve were from Nova Scotia, six from New 
Brunswick, three from Prince Edward Island, two from New- 
‘foundland, four from the United States and one from Eng- 
land. Seven had degrees. 

The course occupies three years and all work is prescribed. 
The supervision of field work is done by local church authority 
and bishops. 

The Licentiate in Theology is given on passing the prescribed 
divinity course. Both the B.D. and the D.D. degrees are 
given by the university for graduate work to those who 
pass the examinations of the board of divinity examiners 
appointed by the General Synod of the Church of England in 
Canada. 

The equipment is owned by the institution as a whole, and 
that of the theological department cannot be differentiated. 

_ The financial data available are also for the institution as a 
whole. 

Certain scholarships are at the disposal of the bishops of 
Nova Scotia and Fredericton. 


ONTARIO 


AT KINGSTON 
QUEEN’S THEOLOGICAL COLLEGE 


Presbyterian Church in Canada. Principal, S. W. Dyde, 
M.Sc. D.D:, LL.D. 


The chief industries of Kingston, a city of 23,000, are 
locomotive manufacturing and shipbuilding. 


[379 | 











THEOLOGICAL EDUCATION IN AMERICA 


The charter granted Queen’s University provided that “the 
first Principal of the said University, who is also to be 
Primarius Professor of Divinity, shall be appointed by the 
committee of the General Assembly of the Church of Scot- 
land.” The first session opened in March, 1842, the teaching 
in theology being confined to Hebrew. In 1846 a professor, 
of systematic theology and one of biblical criticism and 
church history were appointed. In 1883 a chair of apologetics 
and New Testament criticism was established, and in 1900 
the department of church history and the history of dogma. A 
chair of practical theology was added in 1909. The general 
assembly of 1911 obtained from the Federal Parliament an act 
incorporating the work in theology separately under the 
present name. 

The members of the board of management are appointed by 
the General Assembly of the Presbyterian Church in Canada. 
No members of the staff of Queen’s University or of Queen’s 
Theological College are eligible except the principals. The 
college has one representative on the university board of 
trustees and three members of the faculty on the university 
senate. It is ranked as a faculty of the university. 

The school year is six months in length; classes in theology 
are held in connection with the summer session of Queen’s 
University. 

There are five full-time professors and two part-time 
lecturers. Faculty members are members of the Presbyterian 
church and give a general assent to the Westminister Confes- 
sion of Faith. 

“The A.B. degree or at least matriculation in the course 
leading to the A.B. is required for admission.” In 1921-22 
there were twelve students, all Presbyterians. Five were from 
Ontario, two from Quebec, one from British Columbia, three 
from Scotland and one from New York State. Seven had the 
A.B. degree, one had completed a college course, two were 
taking arts work concurrently with theology, two had special 
courses prescribed by the general assembly. 

The course of study extends over three years, the work being 
prescribed. To those who complete it a Testamur in Theology 


[380] 


























ONE HUNDRED SEMINARIES 


‘is given. The B.D. degree is conferred by Queen’s University 
for special reading and examination. 
'  Queen’s Theological College has no building; “but the act 
separating Queen’s University from the Presbyterian Church 
and erecting Queen’s Theological College provides that the 
University give all the accommodations needed for all time.” 
The financial data are: productive endowment $200,000; 
funds subject to annuities $112,207; total endowment 
$312,207; expense; administration $2,820; salaries $16,000; 
library $400; student aid $720; total $19,940. Income: from 
‘endowment $14,868; tuition $225; church contributions 
$6,414; other sources $304; total $21,811. 
There are a number of scholarships, among them five 
/matriculation scholarships, one of $80, two of $100, one of 
$120 and one of $140, assigned as the result of a competitive 
examination. 


AT LONDON 
HURON COLLEGE 


Church of England in Canada. Principal, Chas. Cameron 
Walker, M.A., D.D. 


The city is an industrial and distributing centre to a 
prosperous agricultural district. 
' Huron College was founded as a divinity school in 1863. 
For some time it was the faculty of theology of the Western 
University, now undenominational, and is still affiliated with it. 
_ The controlling body is the Council of Huron College, com- 
_ posed of the bishop of Huron and the principal ex-officio ; eight 
members (four clergy and four laity) codpted by the fore- 
_ going; eight members (four of the clergy and four of the 
laity) elected by the diocesan synod for four years, one clergy- 
_man and one layman being elected each year ; two alumni mem- 
_ bers, one elected annually. 
_ The session extends over eight months. 
There are four faculty members, two full-time; three are full 
_professors. Faculty members must declare “that they are 
_ strictly Protestant and Evangelical members of the Church of 


[381] 











THEOLOGICAL EDUCATION IN AMERICA 


England in Canada, holding the doctrine and principles exposed 
in the Thirty-nine Articles as now by law established, inter- 
preted according to the plain and natural meaning thereof.” — 

The institution tries to have junior matriculation or its 
equivalent as an entrance prerequisite. 

In 1921-22 the twenty-three students were members of the 
Church of England, from Ontario. About 50 per cent. of the 
alumni ordained have secured their degree in arts. 

There are three courses which lead to graduation from the 
college. The first requires graduation in arts plus the three 
years of theological studies (this may be shortened by taking 
a year of theological work during the arts course) ; the second 
requires two years in arts plus the three years in theology; the 
third requires the first year in arts plus three years in theology. 
In special circumstances, students may be admitted to study 
for the preliminary examinations without passing the first 
year in arts, taking such lectures in arts as the faculty shall 
determine. The testamur of the college is given upon com- 
pletion of the course. The final examination in Huron College 
is, in the subjects covered, the preliminary examination for holy 
orders, the first examination for the B.D. degree. 

The campus consists of about ten acres in a residential dis- 
trict. There is one large brick building containing dormitories 
and classrooms, with chapel attached. The library is valued 
at $6,000 and there is a small museum. 

The financial data are: plant and equipment $36,000; pro- 
ductive endowment $106,077; funds subject to annuities 
$10,000; total assets $152,077; less liabilities $3,336; net 
assets $148,741.18 Expense: administration $4,616; instruc- 
tion $5,892; library $110; student aid $1,105; total $11,723. 
Income: from endowment $5,650; tuition $908; church con- 
tributions $2,832; other sources $2,634; total $12,024. 

There are three scholarships of $140, $150 and $180 each. 
“Assistance in the form of bursaries is also afforded to 
deserving students from endowments producing $677. per 
annum. 





“These figures are misleading, the market value of property and en- 
dowments being greater. . 


[382] 








ONE HUNDRED SEMINARIES 


AT TORONTO 


KNOX COLLEGE 
MCMASTER UNIVERSITY, FACULTY OF THEOLOGY 
TRINITY COLLEGE, FACULTY OF DIVINITY 
VICTORIA COLLEGE, FACULTY OF THEOLOGY 
WYCLIFFE COLLEGE 


Toronto affords the cultural and civic interests of the capital 
city.. The population is 521,893, with 10 per cent. foreign- 
speaking ; manufacturing of all kinds is carried on; there are 
approximately fifty churches of each of the larger denomina- 
tions: facilities for the observation of social work are superior. 

The University of Toronto, with 5,000 students, represents 
a method of local federation in which Knox, Trinity and 
Wycliffe colleges join. Victoria University Faculty of 
Theology is in affiliation with the University of Toronto. 
Coéperation in educational program and faculty between Knox 
College and the Victoria University Faculty of Theology was 
begun in 1922-23. 

KNOX COLLEGE 


Presbyterian Church in Canada. Principal, Alfred Gander, 
ra DD. LL.D. 


The Synod of the Presbyterian Church of Canada, founded 
in 1844 in sympathy with the Free Church of Scotland, 
established an institution named Knox College in 1846. In 
1861 the Canada Presbyterian Church was formed by the union 
of the (Free) Presbyterian Church of Canada and the United 
Presbyterian Church, and Knox College became its theological 
institution. 

In 1849 King’s College was “secularized’”’ and became the 
University of Toronto. An important part of the arts training 
of Knox students was committed to the university. In 1881 
the power to confer the B.D. and D.D. degrees was given. 
In 1885 the college became affiliated with the university, and 
in 1890 it became federated. By the University Act of 1906 


[383] 











THEOLOGICAL EDUCATION IN AMERICA 


the college was given three representatives in the university 

senate. 

The board of management is appointed by the general 
assembly of the church; twenty-four of the thirty-four mem- 
bers are ministers. 

The year is divided into two terms of twelve and fifteen 
weeks respectively. 

There are six full-time and three part-time faculty members; 
six are of professorial rank. Professors must be ministers, in 
good standing, of the Presbyterian Church in Canada. 

The A.B. degree is required for admission, or mature 
students may enter with a special three-year course in arts. 
Students who cannot satisfy either of these requirements must 
be sent by authority of the general assembly. 

In 1921-22 there were thirty-two students in the theological 
course, all Presbyterians; in addition there were twelve taking 
postgraduate or special courses, twenty-seven deaconesses or 
candidates for foreign missions, seventy-four arts and medical 
students taking religious knowledge options. The class work 
of the first year is prescribed. In the second year thirteen 
hours of class work are prescribed and two are elective ; in the 
third year ten hours are prescribed and five are elective. 

The diploma of the college is conferred upon completion of 
the course. The B.D. degree is granted to those who complete 
the regular course with Greek and Hebrew and in addition 
take five minors and a major. 

The gray sandstone buildings connect, forming three sides 
of a quadrangle. The academic building contains classrooms, 
library, chapel, offices, board-room and gymnasium; the resi- 
dential building includes dormitories, and dining-hall, At one 
end, the quadrangle is bounded by an extension of the dormi- 
tories, at the other the principal’s residence partially closes it. — 
The library contains 26,000 volumes, and about forty period- 
icals are taken. 

The financial data are: plant and equipment $700,000; 
productive endowment $460,500; funds subject to annuities 
$15,000 (apparently included elsewhere) ; total assets $1,- 
160,500, less liabilities $12,500; net assets $1,148,000, 
[384] 











ONE HUNDRED SEMINARIES 


| Expense: administration $3,950; instruction $25,800, main- 
“tenance (plant and equipment) $12,000; library $3,317; 
| student aid (including scholarships) $4,140; other $5,107; 

total $54,314. Income: from endowment $26,954; church con- 
tributions $18,883 ; other sources $2,516; total $48,353. 

General scholarship funds are awarded for general pro- 
ficiency as follows: all students making 80 per cent. or more 
shall share equally in the scholarship money, provided no one 
“receives more than $50. Should any money be left unappro- 
priated, all students making 65 per cent. or over and less 
than 80 per cent., shall share equally provided no one in this 
class receives more than $40. These scholarships are awarded 
on the basis of the term work and final examinations in the 
ordinary course. There are also special prizes and scholar- 
| ships and a number of non-competitive scholarships from 
which grants or loans without interest may be made to aid 
students studying for the ministry. 


MCMASTER UNIVERSITY 


| Faculty of Theology, Baptist Church in Canada. Dean, 
Jones Hughes Farmer, B.A., LL.D. 


The Canadian Literary Institute, combining literary and 
theological departments, was founded at Woodstock, Ontario, 
by the Baptists of Ontario and Quebec in 1857. The theo- 
logical department was transferred to Toronto in 1881, and 
incorporated as Toronto Baptist College ; and shortly afterward 
the name of the Institute was changed to Woodstock College. 

In 1887 Toronto Baptist College and Woodstock College 
were united under the corporate name of McMaster University. 
In 1888 it was decided by the representatives of the regular 
Baptist churches of Ontario and Quebec that McMaster 
University should be organized and developed as a permanently 
independent Christian school of learning with the Lordship of 
Christ as its controlling principle, and that the arts department 
should be located in Toronto. This department began its 
work in 1890. 

The members of the board of governors are elected by the 


[385] 












THEOLOGICAL EDUCATION IN AMERICA 


Baptist Convention of Ontario, and must be members of 
Baptist churches in this convention. They are sixteen in 
number, four being elected each year. The chancellor is ex; 
officio a member of the board. The senate is made up of the 
members of the board and twenty-one others representing the 
various faculties and the alumni. The chancellor is chairman. 

The school year is divided into two terms of fifteen and one- 
half weeks each. 

There are thirteen men giving lectures in theology, ten of 
these being professors. They must be members of a Baptist 
church. 

For admission to the English course, junior matriculation 
less foreign languages is required; for the B.Th. degree, at 
least two years of arts are required. 

In 1921-22 there were forty students in theology, all, with 
possibly one or two exceptions, Baptists. In 1920-21, when 
there were thirty-three students, twenty-six were from 
Ontario, three from Quebec, one from Alberta, one from 
England, one from Alabama, one a returned missionary from 
Africa. 

Fach course covers three years. In the course leading to the 
B.Th. degree, 110 semester hours are required; in the English 
course, ninety-three semester hours. All work is prescribed, 
except that in the degree course, a course in education may be 
substituted for one semester of the prescribed course in 
sociology. Certain courses in English Bible, English, history, 
philosophy and science given by the faculty of arts, form a 
part of the prescribed work. In addition to the theological 
courses, there is a missionary course for women. For the two 
latter courses, diplomas without degree are given. The B.D. 
is a graduate degree. 

Equipment is the property of the institution as a whole, and 
no separate accounts are kept for the department of theology. 

The regular method of assisting students for the Baptist 
ministry is by remunerating them for preaching done during 
the session under the direction of the faculty, and in the case 
of graduates in arts by an addendum to the amount paid them 
by the home mission board for missionary service during the 


[386] 











ONE HUNDRED SEMINARIES 


previous summer. Recently there has been established a fund 
from which grants are made to those in special need. 


TRINITY COLLEGE, FACULTY OF DIVINITY 


Church of England in Canada. Dean of the Faculty of 
Divinity, F. H. Cosgrove, M.A., B.D. 


The original Royal Charter was granted in 1852. 

The governing body is known as “The Corporation of 
Trinity College.” It consists of the six bishops of the 
ecclesiastical province of Ontario, the trustee, and the college 
council, composed of representatives of the six synods of the 
province, of the graduates in the faculties of arts, divinity, 
medicine and law and of subscribers to the college, also mem- 
bers elected by the corporation itself, and officials of the college 
as ex-officio members. 

The academic year consists of thirty weeks. 

There are eleven faculty members, six full-time and five 
part-time; three are professors. Faculty members must be 
members of the Church of England. 

The usual requirement for admission is the A.B. degree, 
in special cases the completion of some lesser portion of the 
college course than that for the degree is permitted. 

In 1921-22 there were thirty-three students, all members 
of the Church of England. The majority were from Ontario, 
with two from British Columbia, one each from Quebec 
and Manitoba, two from the United States. All were from 
the University of Toronto and twelve were honor students. 

There are four courses: a four-year course, leading to 
the degree Licentiate in Theology, open to non-matriculated 
students; a five-year, a six-year and a seven-year course, the 
three latter leading to the A.B. degree in the University of 
Toronto and to the Divinity Testamur of Trinity College. 
The five-year course is offered to meet exceptional cases, 
students being urged to select the six-year course in preference. 
The seven-year course is the same as the six-year course, 
plus an additional year in “honor theology,” which may be 


[387 | 














THEOLOGICAL EDUCATION IN AMERICA 


taken either before or after ordination. The work is pre- 
scribed. The B.D. is a graduate degree. : 

The faculty of divinity is a self-contained unit of the 
university, with residences, dining-hall, convocation hall, class- 
rooms, library and chapel within the same group of buildings. 
With few exceptions, staff and students live in college. 

“The finances of the Faculty of Divinity of Trinity College 
are not kept separately from the finances of Trinity College 
as an Arts College of the University of Toronto.” 

A limited number of bursaries of the value of $100 per 
annum each are offered to those who could not otherwise 
avail themselves of a university education; two exhibitions 
of $100 each and two of $50 each, tenable for a year, are open 
to matriculated students not holding scholarships. In award- 
ing these, sons of clergymen are given preference, ceteris 
paribus. 

Trinity has just begun a building program within the 
grounds of the University of Toronto. An academic build- 
ing is under construction and provision has been made for 
residences accommodating 250 students in arts and theology. 


VICTORIA COLLEGE, FACULTY OF THEOLOGY 


Methodist Church in Canada. Dean of the Faculty of 
Theology, Reverend John Fletcher McLaughlin, B.A., D.D. 


The Faculty of Theology of the University of Victoria 
College was established in 1871. In 1892 Victoria College 
(Faculty of Arts) was federated with the University of 
Toronto. Victoria College (divinity) 1s independent and re- 
tains degree-conferring powers in divinity; but both faculties 
are under one board of regents. 

The board of regents consists of twelve members elected 
by the general conference of the Methodist church, eight elected 
by the alumni and eight coopted by the twenty foregoing mem- 
bers. There are twelve ministers, fifteen laymen and one 
woman. 

The academic year is twenty-five weeks in length. 

The faculty of theology consists of thirteen members of 


[388] 












































| 


ONE HUNDRED SEMINARIES 


whom seven are full-time; eight are professors. At present, 
members of four Protestant churches are on the faculty. 

Matriculation is the minimum requirement for admission. 
For the B.D. degree and the three-year course, graduation in 
arts is required. A non-graduate course of two years’ extra- 
mural study and three years in residence is also provided. 

In 1921-22 there were 147 students in attendance in the- 
ology ; the majority of them were Methodists. They were from 
every province in Canada, from Newfoundland, Great Britain, 
the United States, China and Japan. Thirty-two were gradu- 
ates in arts, seventy-five undergraduates in arts, twenty-seven 
non-graduates, and thirteen occasionals. There were also 
thirty-six extra-mural students. 

In the course leading to the B.D. degree, twenty-seven 
courses are required, of which eighteen are prescribed and 
nine elective. A course represents two hours’ attendance 
upon lectures each week throughout the year. Not less than 
two years’ residence after graduation in arts, is also re- 


quired. For those not candidates for the degree, several 


courses leading to certificates and ordination are given. In 
the course for graduates in arts, twenty-four courses are re- 
quired, of which sixteen and one-half are prescribed. This 
course requires three years, one of which may be taken extra- 
murally. For non-graduates, there is a five-year course in 
literary and theological studies, two of which years may be 
spent in preaching on probation and the other three years 
at college. The work done while on circuit is prescribed; 
during the three years at college twenty-seven courses are re- 
quired, of which nineteen and one-half are prescribed. There 
are also special courses for non-matriculants. 

Equipment and finances are not separated from those of 
the institution as a whole. 

There are two scholarships, each of $250 annually and ten- 
able for four years, which are awarded to probationers for 
the Methodist ministry to aid them in taking an arts course. 
They are held on condition of residence in Burwash Hall. 
About $900 a year is awarded in scholarships to deserving 
students in arts and theology. The college fees of all pro- 


[389] 





THEOLOGICAL EDUCATION IN AMERICA 


bationers for the Methodist ministry are paid by the edu- 
cational society of the church. A scholarship of about $180 
a year is now provided for a student preparing for work in 
the mission field. 


WYCLIFFE COLLEGE 


Church of England in Canada. Principal, Canon O’Meara, 
SEY RIDIN BEY By 


In 1877 the work then known as the Protestant Epis- 
copal Divinity School, was begun. In 1879 the college 
was incorporated ; in 1885 it was affiliated with the University 
of Toronto; and in 1889 federated with and made a con- 
stitutent part of the university. In 1916 the power to grant 
degrees, both honorary and in course, was secured. 

The members of the board of trustees, who are fifty in 
number, are elected for life. From this board the council of 
the college is annually chosen, three of the members elected 
by the alumni association and two by the Wycliffe As- 
sociation. 

The school is divided into the Michaelmas and the Easter 
terms, each of ten weeks. . 

There are five full-time and five part-time faculty members; 
six are professors. The faculty is required to hold to the 
doctrines and standards of the Church of England in Canada. 

Students are admitted by matriculation into the University 
of Toronto, or by special entrance examinations for non- 
matriculants. 

In 1921-22 there were sixty-eight students enrolled, all 
members of the Church of England in Canada. Of the in- 
coming first-year students twelve were from Canada, two from — 
England, three from Japan. Seven had the baccalaureate de- 
gree. 

Three courses lead to the diploma of the college: The 
seven-year graduate course, which requires the four-year 
course in arts at the University of Toronto and the three- 
year course at Wycliffe College. The five-year matriculant 
course, requiring the first two years of the “pass course in 


[390] 





ONE HUNDRED SEMINARIES 


arts’ at the university and the three-year course at Wycliffe 


College. The four-year non-matriculant course, requires 


selected subjects of the arts course in the university, special 
work in Greek at Wycliffe College, and the course in theology 
at Wycliffe College. All of the work in the three-year course 
in Theology is prescribed excepting two courses in 'the senior 
year. 

The building of the college is on the campus of the Univer- 
sity of Toronto. 'It contains dormitories; residence for the 
principal and for one member of the teaching staff, and rooms 
for the dean of residence; chapel, faculty room, offices, con- 
vocation hall, lecture-halls, library and reading-room, com- 
mon-room, dining-hall, missionary museum and housekeeper’s 


apartments. The library contains about 30,000 volumes. 


The financial data are: plant and equipment $220,153; 
endowment $337,609; total assets $557,762; less liabilities 
$14,404; net assets $543,358. Expense: administration $6,- 


700; promotion $2,253; instruction $14,723; maintenance 


(plant and equipment) $3,492; library $308; student aid $7,- 
304; other $25,761; total $60,541. Income: from endow- 
ment $22,061 ; individual contributions $21,443; other sources 
$16,759; total $60,263.' 

Twenty-six bursaries of $120 each per annum, and a num- 
ber of special bursaries all renewable from year to year, are 
available at the discretion of the committee on students. 


QUEBEC 


AT LENNOXVILLE 
BISHOP’S UNIVERSITY, (DIVINITY FACULTY) 


Church of England. Dean, R. Rocksborough Smith, 
M. A. (Vice Principal of the College). 

The St. Lawrence river cuts away from the province of 
Quebec a strip of land which partakes of the nature of rural 
French-speaking Canada and the Catholic tradition as well 

[391] 











THEOLOGICAL EDUCATION IN AMERICA 


as of its English ancestry. Lennoxville, a town of 1,500, 
reflects the dual cultural life, as well as the atmosphere of the 
University of Bishop’s College. 

The original charter of the college was granted ‘in 1853. 

The bishops of Montreal and Quebec are ex-officio mem- 
bers of the corporation. With the synods of the two dioceses 
and the graduates of the university they choose the rest of 
the members. At present eighteen out of thirty-four are 
ministers, the others are chiefly lawyers and business men. 

There are thirty-six weeks in the school year. . 

There are six professors, two of whom teach full time, 
and three occasional lecturers. The faculty must sign the 
Thirty-nine Articles and allegiance to the synod. 

Students must be graduates of an arts course or pass an 
entrance examination and have a preliminary year. The 
entrance examination may be waived on the recommendation 
of bishops who have already accepted potential students as 
candidates for ordination in their dioceses. 

In 1921-22 there were eleven students in Divinity House, 
all members of the Church of England; six were from Canada, 
five from the British Isles; three had degrees from Lennox- 
ville University ; the others were without college degrees. The 
title of L.S.T. is given to all who pass through the required 
course in all subjects of the syllabus; 40 per cent. is the 
passing grade and about 10 per cent. of the students have 
failed to obtain this title during the last five years because of 
academic standards. 

The Divinity House, erected in 1853, is located on the 
University campus. It includes dormitories. The divinity 
students are entitled to use all the university buildings, in- 
cluding the chapel, library, etc. All divinity students must be — 
resident throughout the course. The Divinity House has an 
oratory of its own, in addition to the college chapel. 

The accounts of the divinity faculty are not kept sepa- 
rately from those of the university. 





[392] 


















ONE HUNDRED SEMINARIES 


AT MONTREAL 


CONGREGATIONAL COLLEGE OF CANADA 
DIOCESAN THEOLOGICAL COLLEGE 
PRESBYTERIAN COLLEGE 
WESLEYAN THEOLOGICAL COLLEGE 


Religion has in Montreal historical perspective and the 
atmosphere of the church as an institution. The Roman 
Catholic church, the French population, the English influence 
are important indices of the social and cultural life and tradi- 
tion of the Dominion. Greater Montreal has a population of 
863,188. Manufacturing and shipping are the chief in- 
dustries. Students have cosmopolitan educational and civic 
advantages and may have access to all kinds of field work, 
including student missionary supply. 

The four colleges listed here have a scheme of cooperation 
permitting the corporate life and the strictly denominational 
instruction of each to go on separately; but the general in- 
struction common to all is taught by the combined staff of 
about sixteen members in a building owned jointly and called 
Divinity Hall. The four'colleges are also affiliated with Mc- 
Gill University.’® 


CONGREGATIONAL COLLEGE OF CANADA 


Congregational Church in Canada. Principal, David L. 
Ritchie, D.D. 

In 1839 ‘a pastor in Dundas, Ontario, began to prepare 
three young men for the ministry. This was the inception of 
the institution which in the next year was removed to To- 
ronto and given the name of the Congregational Academy. 
In 1864'the College was moved to Montreal, the first college 
to affiliate with McGill University. At the same time it re- 
ceived an Act of Incorporation from the Parliament of 
Canada, with power to grant degrees. In 1884 the present 
building was erected. 


* Page 4I. 
[393] 





THEOLOGICAL EDUCATION IN AMERICA 


The board of governors is elected at the annual meeting 
of the corporation which consists of the contributors, both 
individuals and churches. 

The academic year is seven months in length. The college 
has its own staff, two full-time members. 

Matriculation into the university is the minimum entrance 
requirement, though in the case of mature students possessed 
of practical experience in Christian work the senate may 
grant exemption from the matriculation examination of the 
university. Such persons must pass an examination in the 
subjects of a special preparatory year before entering the 
diploma course. In 1921-22 there were twenty-two students; 
all Congregationalists, half from Canada, half from Great 
Britain and other British territory. 

There are three courses leading to a diploma. The first 
requires three years of theological study after graduation in 
arts; the second, three years of theological study together 
with a three-year course in arts, and the B.A. degree, the 
first year in theology being taken concurrently with the two 
last years in the arts course, for which certain exemptions 
are allowed in the university; the third, ‘three years of theo- 
logical study after matriculation, or a course equivalent there- 
to, together with such university studies as are required by 
the faculty. Students in this course who ‘have not taken 
Greek as a matriculation subject must take a special course 
in New Testament Greek. Virtually all of the work is pre- 
scribed. Courses in social research and religious education 
are required; also a thesis of not less than 5,000 words in 
the senior year. ; 

The diploma of the college, which is given on completion 
of the three-year course in theology, indicates whether the 
student has taken a full or a partial course in the university 
in addition to his theological studies. 

The college is housed in a stone structure containing reci- 
tation halls, library, reading-room and dormitories; connected 
with it is the home of the principal. The library contains 
over 5,000 volumes, to which about $75 worth of books is 
added each year. About 2,500 of the most modern books have 


[394] 





ONE HUNDRED SEMINARIES 


‘een separated, carefully classified and arranged on the shelves 
n the Assembly Hall in order to render them more available. 
Religious newspapers and periodicals come regularly. 
_ The financial data supplied are: endowments, $142,000; 
ncome $20,300. Income is secured chiefly from endowments 
ind ‘collections from churches. 

Several bursaries and scholarships are available for students. 


DIOCESAN THEOLOGICAL COLLEGE 


_ Church of England in Canada. Principal, Elson I, Rex- 
meen), LL.D. D.C.L. 


The College was founded in 1873 by 'the Bishop of Mont- 
eal and Metropolitan Canada. Work began in the library of the 
Synod Hall. In 1879 the first charter was granted by the 
egislature of Quebec, and in 1880 ‘it was affiliated with the 
University of McGill College. In 1891 it was recognized 
yy the Provincial Synod of Canada and entitled to representa- 
ion on the Board of Examiners for degrees in Divinity. 

The board of governors consists of the “Lord Bishop of 
Montreal, who shall be president; the Bishop Coadjutor (if 
iny), a Vice-President, the Principal ex-officio”, eight cleri- 
zal and fourteen lay members. The vice-president shall be 
alected by the corporation. Of the eight clergymen, two 
‘are elected by the synod, three appointed by the bishop and 
three elected by the corporation. Of the fourteen laymen, 
two are elected by the synod and twelve by the corporation. 
The vice-president is a layman, so there are fifteen in all; 
thirteen business men and two lawyers. 

The school year is divided into two terms of sixteen weeks 
zach. 

_ There are three regular faculty members, all of whom are 
fulltime professors. They must be members of the Church 
of England. 

| The minimum entrance requirements are matriculation and 
‘one year of an arts course. 

_ In 1921-22 there were twenty-one students, all members of 
the Church of England. Eleven were from Canada, eight 


[395] 











THEOLOGICAL EDUCATION IN AMERICA 


from Newfoundland, two from England. None had a col- 
lege degree. 

Courses purely denominational in character are given at 
the college, all others at Divinity Hall by the joint faculty. 

The college is housed in‘a red brick building, located at 
the edge of the university campus. There are recitation 
and dormitory rooms, a dining-hall, gymnasium, convocation 
hall, chapel and library, the latter valued at $8,000. 

The financial data are: plant and equipment $114,000; pro- 
ductive endowment $191,636; total assets $305,636. Ex- 
pense : administration $2,420; promotion $61; instruction $8,- 
375; maintenance (plant and equipment) $11,565; library 
$200; student aid $500; total $23,121. Income: from endow- 
ment $10,283; board, etc. $7,512; contributions (church and 
individual) $5,798; other sources $115; total $23,708. 

Bursaries of $100 and $200 are provided as circumstances 
may require to meet the needs of students who cannot pay the 
whole cost of their course. 





PRESBYTERIAN COLLEGE 


The Presbyterian Church in Canada. Principal, Daniel 
J. Fraser, MA DDE Lay. 


In 1865 the Synod of the Canada Presbyterian Church 
obtained a charter of incorporation for the college, work of 
which began in the lecture-room of Erskine Church in 1867. 
The first building was erected in 1873 on a site adjoining 
the grounds of McGill University. 

The General Assembly of the Presbyterian Church in 
Canada annually appoints the board of management and the 
senate. The former consists at present of seven ministers, 
five teachers, four lawyers, seventeen business men, an archi- 
tect, a physician and a university registrar. The latter con- 
sists of twenty-one ministers, nine professors and two lawyers. 

The session extends over six an one-half months. 

The faculty consists of six full-time professors. 

Members of the faculty must sign the subscription re- 
[396] 























ONE HUNDRED SEMINARIES 


‘quired of ordained ministers of the Presbyterian Church in 
Canada. 

The A.B. degree, or at least three years in arts, is the re- 
quirement for admission. 

In 1920-21 there were fifty-one students enrolled. Of 
these, fifteen were enrolled in theology; of the others, seven 
-were enrolled in medicine (preparing for medical missions) ; 
two (women) were in training for church work. Teachers 
were enrolled in the arts course preparing for theological work. 
Of the total number, thirty-three were from Canada, most 
-of them from Quebec (sixteen) and Ontario (eleven) ; seven 
-were from Scotland, four from England, three from Ireland, 
‘two from the United States, one each from France and 
Switzerland. All were Presbyterians. Four had college de- 
grees, fifteen others had some college training. Forty-three 
were preparing for an academic degree. 

All work is prescribed by the general assembly, but optional 
courses are given, and these as well as advanced courses 
in several departments at McGill University will be considered 
‘as equivalents for required courses. French students sub- 
stitute courses given in French for certain prescribed work. 
Principles of sociology, study of the social problems of the 
city, study of the social problems of the country are prescribed. 

Only one course is given at the college, this in the realm 
of church administration. 

The certificate of the college is given upon completion of 
the six-year or the seven-year-course. The B.D. degree is 
given for graduate work which includes honour courses in 

addition to the ordinary courses required for the diploma. 
_ The buildings are of gray stone, built in 1873 and enlarged 
in 1882. They include a convocation hall, class-rooms, prin- 
cipal’s residence, professors’ offices and retiring rooms, stu- 
dents’ dining-room and library. The contents of the library 
“are valued at $12,000. | 
_ The financial data are: plant and equipment $227,000; pro- 
ductive endowments $400,000; total $627,000, less liabilities 
$25,000. Net assets; $602,000. Expense: promotion $1,000; 
instruction $20,000; maintenance (average $12,944) ; library 


| [397] 














THEOLOGICAL EDUCATION IN AMERICA © 


$500; total $34,744. Income: from endowments $24,491; 
individual contributions $4,300; church contributions $5,- 
000; total $33,791. 

Scholarships, one of $250, one of $75, two of $60 each and 
four of $50 each are offered to students in theology. Other 
scholarships are open to students in theology (all of them 
assigned for proficiency in certain subjects) and $1,200 a 
year is available for helping to educate young men for the 
Presbyterian ministry. The income from scholarship en- 
dowments and gifts amounts to $2,060. A traveling fellow- 
ship of $800 a year for two years is offered in competition 
among the students of the four codperative colleges. A 
matriculation class is conducted without fees, for students 
who are not qualified to enter the university as undergraduates. 


SASKATCHEWAN 


AT REGINA 
ST, CHAD’S COLLEGE 


Church of England in Canada. Warden, G. N. Dobie, D.D. 


Regina is a distributing center of 34,432 in a rural setting. 
There are eight churches of the Anglican communion in the 
city, and students may serve churches of other communions in 
social work. The college is affiliated with the University. of 
Saskatchewan. 

The date of the original charter is 1907. 

Members of the council are elected by the synod of the 
diocese of Qu’ Appelle. 

The session covers thirty weeks. 

There are two professors and five lecturers. Members of 
the faculty must be members of the Anglican communion. 

The usual requirement for admission is senior matriculation. 

In 1921-22 there were eight students, all Anglicans. All but 
one were from England, the exception being a Canadian. 
None had a degree. 


[398] 








ONE HUNDRED SEMINARIES 


' The three-year course is prescribed, the subjects being those 
set by the General Synod of the Church of England in Canada 
and preliminary to ordination. A fourth year may be taken 
if desired. 

Men are prepared for ordination; and if accepted and 
‘ordained in Qu’ Appelle they are expected to serve at least 
five years in the diocese. This is an attempt to create an 
indigenous ministry, the diocese having been dependent on men 
from England and elsewhere. 

The college has fifteen acres of land. The larger of its 
‘two buildings is now used as a girls’ school. The smaller build- 
ing, which is used by the college, can house fifteen students. 
‘The library is valued at $3,000. 

The value of the plant and equipment is $200,000. There 
is no endowment. ‘The total cost for college maintenance in, 
1921 was $7,852; the income was made up from Diocesan con- 
‘tributions, fees of students and contributions from friends.”’ 

Students are helped by money given in the diocese and by 
friends of the diocese in England. 


AT SASKATOON 
PRESBYTERIAN THEOLOGICAL COLLEGE 


Presbyterian Church in Canada. Principal, Edmund A. 
Oliver M.A., Ph.D., F.R.S.C. 


Saskatoon is chiefly a distributing center for an agricultural 
district. There are also foundries, cereal mills and sash and 
door factories. There are four churches of the Presbyterian 
communion in the city. 

The original charter was obtained during the year 1912-13. 

The board of management is appointed by the General 
Assembly of the Presbyterian Church in Canada. The present 
board consists of twelve ministers, six educators, four farmers, 
four merchants, two members of parliament, one premier of 
"a province, one judge, one church secretary, one financial agent 
and one woman. 

The session consists of twenty-six weeks. 


[399] 















THEOLOGICAL EDUCATION IN AMERICA 


There are three full-time faculty members and one on part- 
time. All have degrees from Canadian seminaries, except one 
who has a degree from Budapest. The ecclesiastical connec- 
tions and declarations required of faculty members are the 
“same as for ordinary induction of ministers.” 

The A.B. degree, or three years in the university, is the 
prerequisite for admission. In exceptional instances (mostly 
in the case of men of mature years and experience) the general 
assembly provides a special course. 

In 1921-22 there were twenty-eight students, all Presby- 
terian. Ten were from Canada, seven from Scotland, five 
from England, three from Ireland, one from F rance, one from 
Hungary and one from the United States. 

The three-year course prescribes sixteen hours of class work 
per week. An experiment is being carried on with the consent 
of the general assembly, according to which special training is 
provided for workers among new Canadians. A diploma is 
given on graduation. The B.D. degree is conferred for 
graduate work. 

Since 1914 the institution has been housed in a rented 
building. The library is valued at $3,000. 

A new building, now in process of erection, and to contain 
a school home, is to cost $175,000. There is no endowment. 
Other financial data follow. Expense: instruction $10,766; 
maintenance (plant and equipment) $1,000; library $900; 
student aid $400, total $13,066. Income: from tuition $200; 
church contributions $12,595; total $12,795. 
There is no definite available fund for student aid. 








APPENDICES 











APPENDIX I 


CONCERNING THE DATA 


The sources of this book consist of letters and schedules con- 
taining first-hand information given by the seminaries, of cata- 
logues, annual reports and descriptive material, of information 
secured at. the institutions and at regional conferences in which 
parts of the material were presented for criticism to representa- 
tive seminary groups, and of such material as is accessible in an 
extended bibliography including yearbooks and other denomina- 
tional publications. 

The catalogue and descriptive material is a genuine index to 
the character of an institution. The percentage of incomplete- 
ness, promotional statements and error can be estimated, so that 
the residue of denominational similarity and individual expression 
is reasonably accurate. 

The population figures for the United States are those of the 
Census of 1920. Canadian figures are from the Annals of the 
American Academy of Political and Social Science, Vol. CVII, 
No. 196, May, 1923, or were supplied on the basis of present 
estimates by the seminaries concerned. The basic information 
was originally requested in terms of 1920-21 data, and is in terms 
of that period except where other years are specified. The suc- 
ceeding year, 1921-22, was the basis for most of the study of 
educational programs and for many reports from institutions. 
The following year, 1922-23, has been substituted by some sem- 
inaries, many of which have revised part of their figures to 
1922-23 and have left others in terms of 1920-21 and 1921-22. 

More than half the institutions were visited. Eighty-seven per 
cent. of them cooperated in the giving of information through 
schedules—all except the following: 


UNITED STATES 


Lutheran Theological Seminary (United Lutheran). 

Northwestern Lutheran Theological Seminary (United Lutheran). 
Augustine College and Theological Seminary (Augustana Synod). 
Martin Luther Seminary (Buffalo Synod). 

Luther Theological Seminary (Norwegian Lutheran). 

Evangelical Lutheran Theological Seminary (Joint Ohio Synoa). 
University of the South (Protestant Episcopal). 

Nashotah House (Protestant Episcopal). 


[403] 












THEOLOGICAL EDUCATION IN AMERICA 


Church Divinity School of the Pacific (Protestant Episcopal). 

Theological Seminary of the Cumberland Presbyterian Church (Cumber- 
land Presbyterian). 

cares School of the Christian Reformed Church (Christian Re- 
ormed). 

Trinity Seminary (Nebraska) (United Danish). 

Erskine Theological Seminary (Associate Reformed Presbyterian). 

Ashland College Seminary (Brethren Church). 

Juniata College, School of Theology (Church of the Brethren). 


CANADA 
Anglican Theological College (Anglican). 














Acadia University, Faculty of Theology (Baptist). 
Wesleyan Theological College (Methodist). 
Presbyterian College (Nova Scotia) (Presbyterian). 

Saskatoon Lutheran Seminary (United Lutheran). 

Waterloo Lutheran Seminary (United Lutheran). 





As illustrating the principle that the receipt of schedules does 
not necessarily furnish the facts, the names of seminaries that 
have returned material in which the financial data are entirely 
missing or nearly so are as indicated in Table M. 

This lack is sometimes owing to the fact that the seminary is 
a constituent part of a large institution and its finances are not 
separated from the whole. In other cases the policy of the 
institution is not to make public its financial operations. In a 
few cases a treasurer’s report from which much information 
may be derived is available. 

Seminaries are not accustomed to the formal reporting of data 
and do not as a whole give replies comparable in exactness and 
care with those that could be obtained from a similar number of 
colleges. Regional or denominational habits in the matters of 
keeping records, of reticence or of willingness to publish material, 
may be traced by the replies of institutions. Protestant Episcopal 
and Lutheran groups, as well as all seminaries located in the 
southern states, have as a whole furnished fewer data than were 
requested. Canadian seminaries supplied more exact and com- 
plete records than did seminaries of the United States. 

The value of a schedule as a clear and revealing statement of 
conditions has depended on the person who made the record, not 
on the institution. Small seminaries, incompletely staffed, some- — 
times sent excellent material; large institutions, ordinarily sup- 
posed to have conquered the mechanical difficulties of adminis- 
tration, frequently sent incomplete and inadequate replies. 

There has been throughout the study difficulty in remedying 
the incompleteness of written material: a seminary may have 
given precise information on a question in the schedule while 
showing in its catalogue or in reply to a letter that there were 
important exceptions to the rule; a seminary reporting on church 


[404] 








APPENDICES 


membership, resident enrollment, educational preparation and 
home state of students may give four different totals for the same 
year; students may be described as having homes “all over the 
country” or coming from “many colleges”; the occupation of 
fathers may be “farming” in ten cases and “the ministry” in five, 
without accounting for forty remaining cases. It can be pointed 
out in numerous cases that the figures are not coincident. For 
this reason, it is frequently by deliberate intention that no grand 
totals are given. 

It will be understood, therefore, that these data as a whole 
cannot be accepted as “accurate.” Nevertheless, the results are 
not to be ruled out of court because comparison in specific cases 
shows that the data are “not accurate.” There are few 100 per 
cent. facts in our experience, and even if all the desired numerical 
facts could be obtained, they would still remain only the “outward 
and visible sign.” Data can not be comparable when dealing with 
elements unassimilable within themselves, with records of large 
variation, with the tendency of institutions to evaluate themselves 
optimistically and by subjective methods. 

It is impossible to treat adequately in figures so much qualita- 
tive material. Danger exists, therefore, in the use of these 
statements and figures by the desperate realist who clutches them 
as a weapon alleging that “they are the facts.” 

They are not all the facts. The scientific evaluation must 
reach behind the figures for the truth or error which they may 
sometimes conceal, and must interpret the meaning in terms of 
the seminary. 

These data, on a comparable basis and from a representative 
number of institutions, form the beginning of records that must 
be kept if the progress of theological education is to take into 
account its own development. 

The limitations of printing have excluded the original tabulated 
material which is the foundation of this study. This material 
is, however, available in typewritten or photostated copies in the 
possession of the Council of Church Boards of Education, 111 
Fifth Avenue, New York City. 


[405] 





APPENDIX II 


LABLEES 


TABLE A—THEOLOGICAL SEMINARIES IN THE UNITED 
STATES AND CANADA, 1922-23 


SEMINARY 


ADVENT CurisTIAN CHURCH 
I. Aurora College? 
2. New England School of Theology 
SEVENTH Day ADvENTISTS 
3. Broadview Theological Seminary. . 
4. Hutchinson Theological Seminary 
NorTHERN Baptist CoNVENTION 
5. Berkeley Baptist Divinity School 
6. Bethel Theological Seminary 
. Colgate Theological Seminary... 
. Crozer Theological Seminary 
. Danish Baptist Theological Sem- 
inary 
10. Divinity School, 
Chicago 
11, International Baptist Seminary.... 
12. Kansas City Baptist Theological 
Seminary 
13. Newton Theological Institution. . 
14. Northern Baptist Theological 
Seminary 
15. Rochester Theological Seminary.. 
SOUTHERN Baptist ConvENTION 
16. Southern Baptist Theological 
Seminary 
17. Southwestern Baptist Theological 
Seminary 
18. Mercer University School of The- 
ology 
SEVENTH Day Baptists 
19. Alfred Theological Seminary 


BRETHREN CuHurcu (Progressive Dunkers ) 


20. Ashland College Seminary? 

CHURCH OF THE BRETHREN (Conservative 
Dunkers) 

« 21. Bethany Bible School 

. 22. Juniata College, School of The- 

ology * 

CHURCH OF THE UNITED BreTHREN IN 
CHRIST 

- 23. Bonebrake Theological Seminary 


[406] 


Location 


Aurora, III. 
Boston, Mass. 


La Grange, III. 
Hutchinson, Minn. 


Berkeley, Calif. 
St. Paul, Minn. 
Hamilton, N. Y. 
Chester, Pa. 


Des Moines, Iowa 


Chicago, Ill. 
East Orange, N. J. 


Kansas City, Kans. 


Newton Center, Mass. 


Chicago, IIl. 
Rochester, N. Y. 
Louisville, Ky. 
Fort Worth, Texas 
Macon, Ga. 
Alfred, Nive 
Ashland, Ohio 


Chicago, III. 


Huntington, Pa. 


Dayton, Ohio 


Charter 


1892 
1902 


1910" 
IQIO 


1889 
1871? 


1819 
1867 


1884? 
1865 | 


IQOI 
1825 


1913 
1850 
1858 
1908 


ee 


1857 
1878 











SEMINARY 


CHRISTIAN CHURCH 


* 24. 


Christian Divinity School?....... 


_ CHurCHES oF Gop IN NortH AMERICA, 
| GENERAL ELDERSHIP 


25. 


Findlay College, School of Re- 
PIs ty yas cae doe aslo ba 


CyurRCHES oF NEW JERUSALEM 


f 26. 


New Church Theological School 


CONGREGATIONAL 


5 27. 
28. 
a0. 
— 30. 
~ 31. 
wee. 


> 33. 
» 34. 
35. 


Andover Theological Seminary’.. 
Atlanta Theological Seminary.... 
Bangor Theological Seminary.... 
Chicago Theological Seminary.... 
Hartford Theological Seminary *.. 
Oberlin Graduate School of The- 

5 oo Ses Fee re 
Pacific School of Religion®....... 
Union Theological College....... 
ales uivinity “ochool®,.......... 


DIscIPLES OF CHRIST 


36. 


37: 


Drake University, College of the 
TS Sty 2 aR See 
Transylvania College, College of 
RE es oie ks 


EVANGELICAL ASSOCIATION 


& 38. 
~39. 


Evangelical School of Theology” 
Evangelical Theological Seminary 


EVANGELICAL Synop or NortH AMERICA 


40. 


Eden Theological Seminary...... 


LUTHERAN CuHuRCcH, Iowa Synop 


4l. 


Wartburg Theological Seminary.. 


Unitep LuTHERAN CHupcH IN AMERICA 


— 42. 


43. 
44. 
45. 
46. 
47. 


48. 


- 49. 
ce 50. 
5I. 


= 52. 


, Jornt 


53. 


Chicago Lutheran Theological 
ETE Se aye ws en cede die be 
Hamma Divinity School.......... 
Pattwice peminary.... 2... ys .se 
Lutheran Theological Seminary... 
Martin Luther Seminary......... 
Northwestern Lutheran Theologi- 
(RPS UI Se} ge i a 
Pacific Theological Seminary..... 
Southern Lutheran Theological 
MRE cei sc viele toss Seen 
Susquehanna University, School of 
MEDI 2s es pe cee 
Theological Seminary of the United 
matmeremrGiirch: oo. ss ca S 
Western Theological Seminary 
Ciisdtand College) ............ 
Onto SyYNop 
Evangelical Lutheran Theological 
MEM sth. a oi pias hv os¥s mw Io's 


54. Luther Theological Seminary..... 
BuFFALO SyYNoD 


| 
| 55- 





Martin Luther Seminary......... 


APPENDICES 


Location 


Defiance, Ohio 


Findlay, Ohio 
Cambridge, Mass. 


Cambridge, Mass. 
Atlanta, Ga. 
Bangor, Maine 
Chicago, II. 
Hartford, Conn. 


Oberlin, Ohio 
Berkeley, Calif. 
Chicago, Ill. 


New Haven, Conn. 


Des Moines, Iowa 
Lexington, Ky. 


Reading, Pa. 
Naperville, Il. 


St. Louis, Mo. 


Dubuque, Iowa 


Maywood, IIl. 
Springfield, Ohio 
Otsego Co., N. Y. 
Philadelphia, Pa. 
Lincoln, Neb. 


Minneapolis, Minn. 


Seattle, Wash. 

Columbia, ©. C. 
Selinsgrove, Pa. 
Gettysburg, Pa. 
Fremont, Neb. 

Columbus, Ohio 
St. Paul, Minn. 


Buffalo, N. Y. 


[40 









Charter 


1868 


1882 ° 
1881 


1814 


1855 
1834 


1834 ° 
1866 
1916 
1822 
1881 
1878 


1881 
1873 


1855 
1854 
1891 
1845 
1816° 
1864? 
IQI4 


1921 
IQI4 


1921 
1858 
1826 
1895 


1834 10 














































THEOLOGICAL EDUCATION IN AMERICA 


SEMINARY 


AUGUSTANA SYNOD 
56. Augustana College and Theological 
Seminary * 
NorRWEGIAN LUTHERAN CHURCH OF 
AMERICA 
57. Luther Theological Seminary and 
Training School 
LUTHERAN FREE CHURCH 
58. Augsburg Seminary 
UnitEp DanisH CHURCH 
59. Trinity Seminary’ 
DANISH CHURCH 
60. Grandview College’ 
SUOMI SYNOD 
61. Suomi College and Theological 
Seminary’ 
FINNISH NATIONAL SyNoD 
62. Theological Seminary, Finnish 
Evangelical Lutheran National 
Church of America 
Missouri SyNnop 
63. Concordia Theological Seminary. . 
64. Concordia Theological Seminary.. 
EVANGELICAL LUTHERAN JOINT SYNOD OF 
WISCONSIN AND OTHER STATES 
65. Evangelical Lutheran Theological 
Seminary 
MENNONITES 
66. Witmarsum Theological Seminary 
MerHOpIST EPISCOPAL 
67. Boston University School of The- 
ology 
. Central Wesleyan 
Seminary * 
. Drew Theological Seminary 
. Garrett Biblical Institute 
. Iliff School of Theology 
. Kimball School of Theology 
. Maclay College of Theology 
. Nast Theological Seminary * 
. Norwegian - Danish Theological 
Seminary 
. Swedish Theological Seminary.. 
MeErtTHopist Episcopal, SouTH 
77. Candler School of Theology 
78. Southern Methodist University, 
School of Theology 
MeEtTHopIst ProrEsTANT 
79. Kansas City. University, School of 
Theology 
80. Wraeindnetes Theological Seminary 
MoravIAN CHURCH 
81. Moravian College and Theological 
Seminary * 


[408] 


Location Charter 


Rock Island, Ill. 1865 7 


St. Paul, Minn. 
Minneapolis, Minn. 
Blair, Neb. 


Des Moines, Iowa 


Hancock Mich. 


= 


‘Tronwood, Mich. 


St. Louis, Mo. 
Springfield, Ill. 


Wauwatosa, Wis. 


Bluffton, Ohio 


Boston, Mass. 


Warrenton, Mo. 
Madison, N. J. 
Evanston, III. 
Denver, Colo. 
Salem, Ore. 

Los Angeles, Calif. 
Berea, Ohio 


Evanston, IIl. 
Evanston, III. 


Atlanta, Ga. 
Dallas, Texas 


Westminster, Md. 


Bethlehem, Pa. 











SEMINARY 


ASSOCIATE REFORMED PRESBYTERIAN SYNOD 
82. Erskine Theological Seminary?... 
PRESBYTERIAN, U. S. 
83. Austin Presbyterian Theological 
UTE Rk Se ets i ee 
84. Columbia Theological Seminary... 
85. Presbyterian Theological Seminary 
eM et ee 
86. Union Theological Seminary...... 
CUMBERLAND PRESBYTERIAN 
87. Theological Seminary of the Cum- 
berland Presbyterian Church... 
PRESBYTERIAN, U. S. A. 
88. Auburn Theological Seminary.... 
89. Bloomfield Theological Seminary. . 
90. Dubuque Theological Seminary... 
gt. Lane Theological Seminary...... 
92. McCormick Theological Seminary 
93. Presbyterian Theological Seminary 
ots 2g a i i ra 
94. Princeton Theological Seminary. . 
95. San Francisco Theological Sem- 
as » 03 
96. Western Theological Seminary... 
REFORMED PRESBYTERIAN CuHurcH (Old 
School) 
97. Reformed Presbyterian Theologi- 
cal Seminary 
REFORMED PRESBYTERIAN CHURCH, GEN- 
ERAL SYNOD 
98. Reformed Presbyterian Theologi- 
cal Seminary * 
- OniTep PRESBYTERIAN 
99. Pittsburgh Theological Seminary 
100. Xenia Theological Seminary...... 
PROTESTANT EPIScoPAL 
101. Berkeley Divinity School......... 
102, Church Divinity School of the 
Ci ue 1 iy lie la 
College of St. John the Evangelist 
DeLancey Divinity School....... 
Divinity School of the Protestant 
Smermoeieciiitch 3... «.).. oa. 55 
Episcopal Theological School..... 
General Theological Seminary.... 
Kenyon College, Bexley Hall?.... 
Preetaia rr rotise, = ie se eee Ss 
Protestant Episcopal Theological 
Seminary in Virginia .......... 
Seabury Divinity School......... 
University of the South, Theologi- 
OS DT ie 
113. Western Theological Seminary... 
RerorMeEp EPIscopaL 
114. Theological Seminary of the Re- 
formed Episcopal Church...... 


Se ae ee STO Bi a See 6 Sl Sw 


ere eee eee eeeeenee 


103. 
104. 
105. 


106. 
107. 
108. 
100. 
IIO. 


ELI: 
I12, 


APPENDICES 


Location 


Due West, S. C. 
Austin, Texas 
Columbia, S. C. 
Louisville, Ky. 
Richmond, Va. 
McKenzie, Tenn. 
Auburn, N. Y. 
Bloomfield, N. J. 
Dubuque, Iowa 
Cincinnati, Ohio 


Chicago, Ill. 


Omaha, Neb. 
Princeton, N. J. 


San Anselmo, Cal. 
Pittsburgh, Pa. 


Pittsburgh, Pa. 


Cedarville, Ohio 


Pittsburgh, Pa. 
St. Louis, Mo. 


Middletown, Conn, 


San Francisco, Calif. 


Greeley, Colo. 
Buffalo, N. Y. 


Philadelphia, Pa. 
Cambridge, Mass. 
New York City 
Gambier, Ohio 
Nashotah, Wis. 


Alexandria, Va. 
Faribault, Minn, 


Sewanee, Tenn. 
Chicago, IIl. 


Philadelphia, Pa, 


[409] 















































Charter 


1902 
1828 


1854 
1867 * 


1842 


1820 
1867 
1852 
1829 
1830 


1891 
1822 


1871 


1810 


1856 


1868 * 
S77 


1854 


1893 * 
IQII? 
1899 


1862 
1867 
1822 
1824 
1842? 


1823 
1860 


1878 
1883 


1887 








SEMINARY 


CHRISTIAN REFORMED 
115. Theological School of the Christian 
Reformed Church (Calvin Col- 
Lege) a Pees ur ek a oh ae 
REFORMED CHURCH IN AMERICA 
116. Theological Seminary of the Re- 
formed Church in America..... 
117. Western Theological Seminary... 
REFORMED CHURCH IN THE UNITED STATES 
118. Central Theological Seminary.... 
119. Mission House Theological Sem- 
Inaly:. 2h pokes. Reel oe eee alee 
120. Reformed Church Theological 
DOENUNATY chase eee ee 
RussIAN OrtTHopox CHURCH 
121. Russian Holy Orthodox Greek 
Catholic Theological Seminary.. 
UNITARIAN 
122. Meadville Theological Seminary. . 
123. Pacific Unitarian School for the 
Ministry 1-2. 20Gb eee 
UNIVERSALIST 
124. Canton Theological Seminary..... 
» 125. Crane Theological School........ 
126. Ryder Divinity School............ 
UNDENOMINATIONAL 
127. Biblical Seminary in New York... 
128. Gordon College of Theology and 
Missions Gos ae eee 
129. Harvard Theological School...... 
130. Temple University School of The- 
OlORY cian eee ee ee 
131. Union Theological Seminary...... 
132. Vanderbilt University School of 
Religion) 6 e e eeeennae 
AncGLIcAN (Church of England) 
133. Anglican Theological College of 
British: Columbiasveece 5 ee 
134. Bishops College, Faculty of The- 
Olosy yt a Ue eee ene 
135. Diocesan Theological College..... 
130% Huron ?Collesete ere eee oe 
137. King’s College, Faculty of The- 
Olay Nien ee ee a 
138; St; Chad’suGolleges: aw oe ere 
130) 4pt.), ohn s7 College: si ag eee 
140, Urinity ‘Collegex? 2 s3. eee 
141. University of Emmanuel College 
142.7 W yeliffe, College. or ean ee 
BAPTIST 
143. Acadia University, Theological 
Departmentsia reese eee 
144. Brandon College, Theological De- 
Partmentose ser non vics caus sige 
145. McMaster University, Faculty of 
Theplogy s,s crcis tue, es 


[410] 


THEOLOGICAL EDUCATION IN AMERICA 


Location 


Grand Rapids, Mich. 
New Brunswick, N. J. 
Holland, Mich. 
Dayton, Ohio 
Plymouth, Wis. 


Lancaster, Pa. 


Tenafly, N. J. 
Meadville, Pa. 
Berkeley, Calif, 
Canton, N. Y. 

Tufts College, Mass. 
Chicago, Ill. 

New York, N. Y. 


Boston, Mass. 
Cambridge, Mass. 


Philadelphia, Pa. 
New York, N. Y. 


Nashville, Tenn. 


Vancouver, B. C. 


Lennoxville, Quebec 
(Montreal 
London, Ont. 


Windsor, Nova Scotia 
Regina, Sask. 
Winnipeg 

Toronto 

Saskatoon, Sask. 
Toronto 


Wolfville, Nova Scotia 
Brandon, Manitoba 


Toronto, Ontario 









Charter 








1876 ° 
1865, 
1850 
1868 
1831 











1846 


1906 


1856 
1852 
1851? 














1900 


1889? 
1819 


1888 
1839 ™ 


1875” | 


1853 
1879 
1863 


1789 


1871 
1852 
1883 
1877 








1899 
1887 — 











SEMINARY 


CONGREGATIONAL 
_. 146. Congregational College of Canada 
Unitep LUTHERAN 

147. Saskatoon Lutheran Seminary.... 


, 148. Waterloo Lutheran Seminary..... 
| MerHopist 
BAG PAlbetta GOMEZe™ .. sk cee 
150. Columbian Methodist College..... 
151. Mt. Allison University, Faculty of 
MRM... . oa dois es kw cw vs 


152, Victoria University, Faculty of 
acl ns ois we bo cae so wee 

OEE GES ET a a 

154. Wesleyan Theological College.. 

_ PRESBYTERIAN 

Oe A SEO 

Ee OL | 

157. Presbyterian College ............. 

158. Presbyterian College (Pine Hill) 


159. Presbyterian College ........... : 
160. Queen’s Theological College...... 
foie opertson College ..........0.05 A 
momewvestiiitister Hall .. i020... 6.6 aS 


1 Theological department of a college. 


APPENDICES 


Location 


Montreal 


Saskatoon, Sask. 
Waterloo, Ontario 


Edmonton, Alberta 


New Westminster, B. C. 


Sackville, New Bruns- 
wick 


Toronto 
Winnipeg, Montreal 
Montreal 


Toronto 

Manitoba, Winnipeg 
Saskatoon, Sask. 
Halifax, Nova Scotia 
Montreal 

Kingston, Ontario 
Edmonton, Alberta 
Vancouver, B. C. 


2 Date opened or founded, no information about charter. 
® No charter or no separate charter for the seminary. 


*College founded in 1876, Bible Department, 


5 Opened in 1871. 


1889. 


® College chartered, no information about theological department. 
7 Consolidated with Harvard Theological School, 1922-23. 
§ Now independent of Congregational affiliation. 


® Founded 1797. 


10 Originally a part of the seminary at Columbus, Ohio. 


11 Founded 1860, incorporated 1863. 

































Charter 


1864 


1904 
1893 


1843 


1836 
1887 7 


1858 * 
1871” 
IQI2 


1865 
1840 
1909 
1907 


12 Organized 1917 as a combination of three seminaries founded 1876, 1879, 1890, 


' respectively. 
18 Seminary and college united in 1899. 


14 Theological Department established in 1896; does not grant B.D. degrees since 


students have not had full college work. 
15 Opened, 1839, 
16 Suspended. 
17 Founded, 1807. 
18 Also Presbyterian, U. S. A., 1920-1921. 
19 Founded, 1812. 
20 Founded, 1825. 
21 Founded, 1794. 


22 University founded 1857, Theological Department, 1878, 
*8 Harvard College, 1650, separate divinity faculty, 1819. 


24 Founded, 1836. 

25 Biblical Department, 1875. 

2¢ Founded, 1844 

27 Theological “sate added 1883. 

























THEOLOGICAL EDUCATION IN AMERICA 


TABLE B—ENROLLMENT, BACCALAUREATE DEGREES, 1922-23, 
AND GRADUATES, 1922, IN THEOLOGICAL SEMINARIES IN 
THE UNITED STATES AND CANADA? ' 

NUMBER 
CoMPLETING 
COLLEGE CoursE, 
DISTRIBUTION OF ENROLLMENT PREPARATION 1922 


SEMINARY? 
Graduate 
iploma 
Course 
Undesignated 


Total 
Excluding 


Duplicates 
Post- 
Special or 


ww» D 
on 


_ 


Oo 
oo 


Sx 

© Goo 

oe 
Besa Sa eee, 


[Solol ll | 
OQ 
= 


inal 
i=) 
© 


| 


eax ad pa od A.B. Degree* 


iss) 
\© 
N 


lahSe) 


UDO tele Re hate: Els B Dapegree 
ON 
ISnounllauwlaal | | BD. Degree 


Loy | 
own bd & 
onp 


nO &Wu1 COO 


* & 


Mita dina de en NOOR ee oc 


m= me 
wm Cop 


8 
al | Iuololmaonlanlroannakun |] o®BS and (a | l£caawol leu! Other 


7 
29 
O 
6 
9 
40 
23 
7 
O 
I 
4 
7 
12 
I 
7 
3 
26 
oO 
7. 
2 


to 
Wes) 
raed Beets rons Pacing On od ree eer ck Peas 


letesible! 









APPENDICES 


DIsTRIBUTION OF ENROLLMENT 


rs 22 

= sk 

z oa 

S Sos 

is} = 

A aad 
Bea's uss II 
Gr <e II 
BUrre as 28 
7 RATS 50 
Pe ee II 
ss, See 62 
a ee Se 104 
on | 19 
S600... > 89 
re sara ofa 07 
Sec... 14 
RD teat 8 
DOS estes 4 
Gtec..s 9 
Cet is es 3 
Tee ne, "ate 364 
Des 187 
ee 73 
ee 18 

Gee 305” 
SB. Caas 45 
eae 217 

WO. ceo vt 384 
Ys eset 127 
aes ote 130 
2g ER 10 

Oe we vt 28-7 
71° hee 12 
rc cakes 120 
oh 128 
eae 26 
oh PR BS 12 

re rant 12” 
ay in uke 13 
Bade hein wits 50 

Bea. 81” 
BOs se 127 
UE ARBRE, A 48 
RO. inks 78 
Bs ae 10 
RT ck tipo 45 

ears. 143 
gti... 2 31 
ee ie 215 
RAD 79 
DO sees 5 61 
of Prukte 5 
Pee ce 10 

ERED + &6™ 


Post- 
Graduate 


[11 1S8RIRotlolI EIT L&T al bowel 


~ 
ms 


od Weed hs Ol 


On 


or | 
we NTU ee 


_ 
wd 


‘» 
® Oo 


B.D. Degree 


= me KD 
ome oO 


| 


ioe) 
LS) 


nb = 1) : 
Get sta eemomlall te tcteleecte mess 


~ + Diploma 
ourse 


aa ey 


[eto lis Deny Loe 


w 
bw U1 


=a bed Bid Reycetac ta is sedges Eee carrege eos fe bray bot tt 


Be Special or 
ele heels Ciel Undesignated 


COLLEGE 
PREPARATION 
a au 
Sees 
S wos 
% po 
Ay 3s 
MQ 8 
WY NG 
5 6 
9 2 
24 4 
44 6 
II — 
AT eka 
82 21 
76 13 
5 9 
3 3 
Te 4 
3 9 
12 6 
278 27 
7 38 
153 64 
259 125 
97 30 
6 16 
3 25 
O 12 
71 49 
56 72 
8 3 
6 7 
35 28 
84 43 
36 12 
sles 64 
— 2 
15 13 
109 34 
4 II 
215 — 
50 14 
4 I 
8 O 


NUMBER 
CoMPLETING 
CouRSE, 
1922 


Doo | | | | | | bac isscnote | B.D. Degree 


8 


Leach aya ehahestcothooolo: lcestlisa oe 


HO Ww 
On rt OMOUWW 


Ln | 
ers ea [oles aenioci{es bb tOtN be esr. ULNET, 


Pees fy eee Sco tn | Incl <1.es Oropta. 8 LO 








THEOLOGICAL EDUCATION IN AMERICA 


NUMBER 
CoMPLETING 
CoLLEGE CourRsE, 
DISTRIBUTION OF ENROLLMENT PREPARATION 1922 


Undesignated 
Amount Not 


Graduate 
LT Sowtommmw lL ISl I PaSedtlow| Specified 


SEMINARY? 


Total 
G Excluding 
& Duplicates 
Post- 
— Special or 


t Diploma 
Course 
bad 
ao. Oe) | | bN 


co 


S| IS] B.D. Degree 
o 


1S) 
© 


LS) 
ww 
LT lal] L&OSB la oS AB. Degree? 


lwononaonoal La bee | lwoownla | B.D. Degree 


LTomooSmownlell loll luSlIN8l ol 


= WwW 
AN YONA O 
$e && 


| | 
lal [~.o | Boe [eas Tata steal ders 


‘ 
Cawnne! | wee | eS grey ergs fern ee | POE oer epee | Boia ag Ba fae RS RNR eee ee Other 


10 
I 
5 

22 
8 
2 
I 
3 
2 
I 
6 

23 

II 

77 
2 
9 
2 
I 
I 


> Lend " 
ceil Dalabercnca lapel wetlol Meco nsl simian illo be dsl 


[oy me rtiviradt ol omickett coos es 
eed (Sl Brey Thom reste ey eed Od eee 








APPENDICES 


NuMBER 
CoMPLETING 
COLLEGE Course, 
DISTRIBUTION OF ENROLLMENT PREPARATION 1922 
© 3 "g =~ © 
a o ar 
wiisss s | 8 Sa Soares 
< sS OS » fy Se oe <S ot 
EAS oP is Q Ie 82 Q > Q 
hee » "SD . we & Gg . 9 6 ° 8 
eee. OS Se SS eS A S 
Ppetity Ty | QS BQ NL NG S 
BST 28 ** I I 27 — 2 26 o 7 
ie eae : 67 -- 12 4l 14 32 35 12 20 
Oe — 3 31 — 8 31 I 5 
= eae bs 10 25 19 16 27 43 5 ithe 
eae 2 — — — — — — — — 
Se6.5...< 103 o Grn ut0 3 — 5 20 4 
ee eA 58 — 17 39 2 6 52 I 4 
US Rene os I I 33 ute BS — 3 6 
eee Si 2 7 4! I 14 37 2 2 
Riek, put inl 4 14 4 10 - 7 7 I 12> 
Hives. wis 2 12 — 2 II — 6 
162...... 20 _ 5 II 4 9 7 7 Te 4 


1The following seminaries are not included: 25, 27, 74, 79, 87, 104, 121. Nast 


Theological Seminary (74) reports that it is beginning on a new basis. Students 


now attending rank as college seniors. Kansas City University School of Theology 
(79) is suspended; DeLancey Divinity School (104) reports no students in residence. 
2See Table A for name of seminary corresponding to each number. 

8 Includes other baccalaureate degrees also. «Degree not given. 

5 Data are confused with College, 1918-1919. 

®No course leading to B.D. degree offered. College A.B. in Theology offered. 

7 Six will have B.A. before B.D. degree. 8 B.Th. degree. 

® A.M. degree, 51; Ph.D. degree, 3. 10 Includes four quarters. 

11 Course began December, 1920, none have completed it. 

12 Includes three in other institutions on Rochester fellowships. 

18 German Department of Rochester Theological Seminary. ** Duplication of items. 

18 Includes 11 who graduated from institutions which do not grant degrees. 

16 Number registered for graduate work and number with A.B. degrees approximate. 

17 Teach about 20 college students in Religious Education course. 

18 Total includes 210 in Training School. Of the 17 completing the course in 1922 
one received the degree of D.Th.; four, M.R.E.; ten, B.D.; two completed the Train- 
ing School course, All M.A. degrees.?? Not including summer and preparatory, 136. 

21 The total enrollment of Hartford Seminary is 178. 

22 Total greater than sum of items reported. 

28 May be college. 2% Two with B.A. and M.A. 

25 In addition, 138 students from the School of Religion select courses. Two of 
the 67 completing the course in 1922 received the S.T.M. degree. 

26 Includes 17 registered for the B.R.E. degree. 

27 Students from Willamette University. 2 Enrollment 1919-20. 

29 Also Presbyterian, U. S. A., 1920-21. Duplication of items. 

80 Includes one post graduate degree. The B.D. degree depends upon the final 
grades of the student, hence none are reported as registered for the course. 

81 A.B. and theology courses combined. 

& This total does not include 34 students in School of Religious Education and 187 
in summer School of Theology. 88 Includes two B.D, degrees, and 32 B.Th. degrees. 

84 Includes four S.T.M. degrees, one Th.D. and two B.D. 

8 Of the 31 who completed the course in 1922 nine received the S.T.M. degree, 
eight the B.D., and 14 juniors finished under the old plan. 

36 Three took B.D. degree; 13, M.A. 

8? Candidates for B.D. degree may be post graduate students in Canadian seminaries. 

88 Not in residence. One student in the college is doing post graduate work while 
registered in another course. 

8® Many in the Arts course are taking a theological option. 

«© One candidate for B.D., 18 for B.Th. Three of the special students are in 
missions courses, 19 preliminary. 
41 Diploma of Associate. 42 By correspondence, 90. 42 One extra-mural. 

“Testamur. “B.D. degree is not granted on graduation but requires extra work. 


[415] 





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THEOLOGICAL EDUCATION IN AMERICA 


TABLE D—CITY CHURCH MATERIAL ADVERTISED BY 
103 SEMINARIES, 1922-231 


SEMINARY Courses and Semester Hours 


Urban Sociology, 3. 

Modern Problems of City Church, 114 (2 term hours). 

City Problems, 2. 

City Missions, 224 (1 major). 

Modern Cities, 224 (1 major). 

The City Community, 2. 

The City Community, 2. 

The Church in the Industrial City, 1. 

Organization and Administration of City Schools of Religious 
Education, 2. 

City Church, % (% major); Church and the Modern City, 
273 (1 major); City Community and the Church, 1%; 
Seminar, 2% (also Urban Social Problems and Agencies 
Seminar 6-10 at Northwestern University). 

Urban Sociology, 2 in College of Arts and Sciences. 

The American City, 1. 

ay ae Problems (Included in Pastoral Theology for Senior 

ear). 

Urban and Rural Communities, 2. 

Church and Community, 3. 

(The Church in the Industrial City, 1, Pacific School of Re- 
ligion) ; (Rural Community and its Organization, University 
of California). 

Church and the City Problem, 2; Organization and Adminis- 
tration of City Church Work, 1; Social Analysis of City 
Problems, 4. 


1 Eighty-six of the 103 seminaries considered advertised no courses dealing with 
the city church. The offerings listed may not account for all of the opportunities in 
affiliated institutions. See Table A for names of seminaries, 

? Data for 1920-1921. 

® Data for 1921-1922. 


* Problems of city and rural church are included in this three-hour course. 





APPENDICES 


TABLE E—RURAL CHURCH MATERIAL ADVERTISED BY 
103 SEMINARIES, 1922-23? 


SEMINARY Courses and Semester Hours 
Roar g se Rural Church, 1; Rural Church and Rural Sociology, 1. 
TO Rural Church and Rural Sociology, 234-234 (2 majors). 
Se Rural Sociology, 3. 
NS Rural Sociology and Advanced Economics, 3; Rural Church 
and Community, 1% (2 term hours). 
pe gee eA Church and Rural Problems. 
4 Pathe Rural Problems, 2. 
aie ie Rural Church, 2% (1 major). 
a epee Rural Sociology and Advanced Economics, 1%. 
SO seus e Rural Church and Rural Sociology, 274-224 (2 majors). 
tee Rural Sociology, 3. 
Rae The Country Community, 2. 
ck ROR AA Rural Church, 1; Agencies for Rural Progress, 3; Rural 
Credits for Land Settlement, 2. 
Boe rest Rural Sociology, 2. 
RTT. Sos o's Rural Church, 2. 
Os Ss Rural Church and Rural Sociology, 424-2. 
is ba ws Rural Church Administration, 2; Rural Community, 2; Rural 
Social Engineering, 2; Rural Life Seminar, 2; Rural Church 
School, 2. 
Oppo Rural Sociology, 3; Rural Church Administration, 4; Rural 
Church, 2. 
BO ras Country Church and Rural Problems, 2; Christian Church and 


Rural Life, 2; Rural Pastor and Community Church, 2; 
Rural Church Methods, 2; Seminar, 2. 

70...... Rural Church, 1%; Village and Town Church, 1%; Rural 
Church Problems, 2%4; Methods, 114; Seminaries, 224. (Also 
Rural Social and Economic Problems Seminar, 6-10; Rural 
Sociology, 3, at Northwestern University.) 


“eres Church and Rural Problems, 2. 
edie 2a Rural Church and Rural Sociology, 4-2. 
+ Ree Rural Sociology, 2. 
BR alec Rural Church, 2; Rural Church and Community Life, 2; Social 


Approach to the Problems of the Rural Church, 2. (Also 
Rural Sociology, 2, in College of Arts and Science.) 


HEBO. sess. Rural Church and Community. 
Le American Country Life, 1. 
rs a a Rural Problems. 
ec ei 2 Rural Church and Community. 
US asiare Social Christianity in Urban and Rural Communities, 2. 
| Church and Community, 3. 
{7k See (Rural Church, 1, at Pacific School of Religion.) 
Be Face ses Rural Sociology, 2. 
ee Rural Church, 1. 
W028... 65. Church and Rural Problems, 1%. 
OQ. <0 « Rural Social Development, 3. 


[423] 





THEOLOGICAL EDUCATION IN AMERICA 


SEMINARY Courses and Semester Hours 


131...... Church and Country Community, 2; Problems of the Rural 
Church, 1; Rural Sociology and Economics, 4; Practicum, 
Rural Social Survey, 4; Practicum, Rural Community, 4; 
Organization, 4 (at Teachers College, Columbia University). 
Rural Sociology and Country Church, 2; Community Activities 

of Country Church and School, 2. 


1 Sixty-seven of the 103 seminaries considered advertised no courses dealing with 
the rural church. The offerings listed may not account for all the opportunities in 
‘fhliated institutions. See Table A for names of seminaries. 

2 Data for 1921-1922. 


3 Data for 1920-1921. ’ 4 ; 
“Course open to students of the Episcopal Theological School at Cambridge. 





APPENDICES 


_TABLE F—THE CHURCH AND INDUSTRY MATERIAL ADVER. 


TISED BY 103 SEMINARIES, 1922-23? 


SEMINARY Courses and Semester Hours 
ie ee Advanced Labor Economics (Seminar), 2. 

TOs cious Function of the Church in Industry, 224 (major). 
HE 95's oe ts The Church and Labor, 2. 
> Se Christianity and the Problems of Industry, 3. 

ES Trade Unionism and Allied Problems, 3; Problems of Labor, 3. 
NEO... siy/s Church and Industrial Reconstruction, 22/ (I major). 
ee Seminar in the Labor Problem, 1. 

HS o's estas Industrial Service, 2; The Labor Problem, 3; Industrial 
Hygiene and Sanitation, 2. 
TORSAR AY The Labor Movement, 1. 
BS Zot ot Christian Ethics and Industrialism, 2. 
aR ae The Church and the Present Industrial Situation, 2. 
ay (Trade Unionism, 3; Labor Conditions and Labor Legislation, 
3, at Northwestern University. ) 

OS 3 okie The Church and Industrial Relations, 2. 

ae (Social Aspects of Labor, 1; Labor and Labor Problems at 
Washington University.) 

| ae Radical Social Reformers, 2; Present Day Social Problems, 2. 

ee (Unemployment and Related Problems of the Working Classes, 


3; Trade Unionism and Allied Problems, 3; Problems of 
Labor, 3, at Harvard University.) 


7 Sik Christian Programs for Industrial Reconstruction, 3. 

APSA Labor Problems, 3. 

, Church and Industrial Problems. 

eee Unemployment and Related Problems of the Working Classes, 
3; Trade Unionism and Allied Problems, 3. 

| a Industrial Problems, 2. 

Re ee Christian and Social Democracy, 2. 


1 Fighty-two of the 103 seminaries considered advertised no courses dealing with 


he church and industry. The offerings listed may not account for all the opportunities 
4 affiliated institutions. See Table A for names of seminaries. 


7 Data for 1921-1922. 


[425] 





THEOLOGICAL EDUCATION IN AMERICA 


TABLE G—MISSIONS: MATERIAL ADVERTISED BY 103 
THEOLOGICAL SEMINARIES, 1922-23? 


SEMINARY Courses and Semester Hours 


History of Missions, 2; Science of Missions, 2; Study of 
Fields, 2. 

History of Missions, 1 unit in Preparatory Department. 

History, Theory and Practice of Baptist Foreign Missions, 1. 

Historical Introduction to Christian Missions, 2; Practical 
Missions, 2. (There is also a series of lectures given each 
year.) 

History of Protestant Missions, 1; History of Baptist Missions, 
1; Missionary Administration, Home and Abroad. 

Problems and Methods of Missionary Expansion, 2% (1 
major) ; Missionary Research, 224; Technique of Missions, 
273; Christianity and Other Agencies of World Civilization, 
273; Missionary Expansion during the First Eighteen Cen- 
turies, 274; History of Missions from close of 18th Century, 
274; Christianity in Japan and Korea, 234; Christianity in 
China, 224; Christianity in India, 224; Latin America, 2%; 
Christianity and Political Movements in the East, 234. 

Missions and Baptist History, 6. 

History of Missions; Missionary Problems at Home and 
Abroad; World Relationships of Missions; Making of a 
Mission Church; Special Study of Baptist Mission Fields. 

Missions and Politics in the Far East, 1% (2 term hours) ; 
Missions in Africa, 24; Missions in Latin America, %. 

History of Missions, 2; Principles and Problems, 1. 

The Development of Protestant Missions, 3; Contemporary 
Protestant Missions, 3. 

Christian Missions, 4. 

Survey Course of Home and Foreign Missions, 4; Missionary 
Problems, 2; Missions Seminarium, 2 (special courses 
arranged). 

Missions (Argentine Republic), 1; Missions (Africa), 1. 

Survey of Missions, 224 (1 major) ; Pastor and Missions, 114; 
Missions of Church’ of the Brethren, 234; Missionary 
Methods, 1%; Missionary Linguistics, 1%. 

Missions (India and China); Missions (Africa and South 
America) ; Near and Middle East; Home Base. 

United Brethren Missions; Christian Missions; Modern Mis- 
sions; American Mission Fields. 

Missions, 3. 

(Introduction to Christian Mission, 3, at Episcopal Theologi- 
cal School.) 

Missionary Expansion during First 18 Centuries, 2% (1 
major) ; Missions in 19th Century, 224; Japan and Korea, 
273; China, 224; India, 224; Near East and Mohammedan 
Lands, 224; Latin America, 224; Problems and Methods, 2%; 
Technique, 22%4; Christianity and Other Agencies of World 
Civilization, 224. 

Missionary Sociology, 1; (History of Missions, 2; Methods of 
Missions, 2; Situation in the Non-Christian World, 1; Mis- 
sions Seminar; Missionary Practice, 4; Advanced Missionary 
Practice, 3 to 6; Personal Relations of the Missionary, 1, at 
Kennedy School of Missions). 


[426] 








APPENDICES 


TABLE G—Continued 


| SEMINARY Courses and Semester Hours 

fh RARE Modern Missions, 2. 

NUNS os Glew ie History of Missions in Asia, 2; Problems of Asiatic Chris- 
tianity, 2. (Other courses as needed and courses in Univer- 
sity. ) 

Pielanee Missions (History and Philosophy, Present Day, Congrega- 
tional), 22%. 
BS ee History of Expansion of Christianity, 4; History of Chris- 


tianity in India, 4; History of the Christian Church in China, 
4; Survey of Foreign Mission Problem of the Church, 2; 
Near East as a Mission Field, 2; India as a Mission Field, 
2; the Junior Mission, 1; Missionary Education, 2; Mission- 
ary Practice, I. 


Tne ie Great Mission Fields, 2; Home Base of Missions, 2; History 
of Christian Missions, 4. 
oo ae History and Science of Home and Foreign Missions; Inner 
| Missions. 
1 meee ie Foreign Missions; Inner Missions. 
BO Pir. Missions. 
Fe ey Missions, 6. 
Wate. Wi History of Missions; Foreign Missions; Inner Missions. 
| eee Science of Missions, 1. 
DO. ba History of Christian Missions, 224; Mennonite Church and its 
Missions, 224; Mission Principles and Methods, 224. 
pe Missionary Principles and Methods, 4; Social Aspects of For- 


eign Missions, 4; History of Missions, 4; China as a Mission 

| Field, 2; India as a Mission Field, 2. 

BH eS. Historic and Social Significance of Missions, 2. 

eee Introduction to Study of Christian Missions, 2; China as a 
Mission Field, 2; Japan as a Mission Field, 2; Missionary 
Expansion of Christianity, 4; World Politics and Christian 

| Missions, 2. 

WFO... +e Introduction to Missions, 224; Missionary’s World View, 2%; 
Missionary’s Approach to the Non-Christian Mind, 1%; 
Christian Missions in Theory and Practice, 1%; Church on 
the Mission Field, 224; (Missions and World Movements, 2; 
Missions and Social Progress, 2; Early Expansion of Chris- 
tianity, 3; Modern Expansion of Christianity, 3, at North- 
western University). 


os 2 Great Missionary Leaders of History, 2; Modern Conditions 
in the Mission Field, 2. 
Cree Introductory Study of Early Missions, 3; Introductory Study 


of Modern Missions, 3; Development of Christian Missions, 
2; Graded Missionary Program for the Local Church, 4; 
Modern Missions in the Orient, 2. 


. {fee History of Missions, 3% (1 major); Missionary at Work, 
| 124; Missionary Apologetics, 1%. 
eS Problems of the Far East, 2; Science of Missions, 2; Latin 
| American Problems, 2; Christianity in Latin America, 2. 
HBO. seces History of Missions; Missionary Problems. 
met So, Missions, 2. 

BOe eek. History of Missions, 6 weeks. 
. aS History of Missions, 1; Missionary Problems, 1. 
1 eee History of Missions, 2; Principles of Mission Work, 2. 


[427] 


























































THEOLOGICAL EDUCATION IN AMERICA 
TABLE G—Continued 


SEMINARY Courses and Semester Hours 


Survey of Christian Missions, 2. 

Missionary Administration, 14% (Lectures each year) ; History 
of Missions, 1%. 

Missions, 4. 

Missionary Message, 2; Problems and Methods of Modern 
Missions, 2; Great Mission Fields, 2. 

History of Missions, 2; Methods, 2; Missionary Biography, 2, 

Modern Missions, 1; Lectures on Missions. 

Missions, 6. 

Missions, 3 years. 

Christian Missions in The Modern Period, 1. 

History of Christian Missions, 2; Modern Missions, 2. 

Introduction to Christian Missions, 3. 

History of Christian Missions, 3; Missionary Biography, 3; 
The Church’s Agencies, 3. 

History of Missions, 1. 

Christian Missions, 1 year. 

History of Christian Missions, 2. 

Christian Missions (History, Extent, Methods). 

Missfons, 2. 

Missionary Science. 

Missions, Africa, South America, Korea, 1; China, India, 
Japan, Arabia and United States, 2. 

History of Missions, 1. 

Reformed Church Mission Fields, 2; History of Modern 
Missions, 2; History of Reformed Foreign Missions. 

Home and Foreign Missions, 1. 

Missions in India, 4; Missions in China and Japan, 4; Africa; 
Missions Normal Course, 24 or 1%. 

Expansion of Christendom, 3; History of Christian Missions, 
3; (Introduction to Christian Missions, 3, at Episcopal Theo- 
logical School). 

Modern Missions, 2. 

Development of a Mission Church, 2; Foreign Task of the 
Church, 2; Mission Principles and Methods, 2; Social Aspects 
of Foreign Missions, 2; Problems of Racial Contact, 2; 
Social Institutions and Organizations, 2; Seminar, 2; History 
of Christian Missions, 2; Problems of Modern Missions in 
China, 2; Modern Missions in India, 2; Latin America, 2; 
(Problems in Missionary Education, 3, Teachers College, 
Columbia University). 

132...... History of Missions, 2. 


1 Thirty of the 103 seminaries considered advertised no courses dealing with mis- 
sions. See Table A for names of seminaries, 

2 Data fo. 1921-1922, 

3 Data for 1920-1921. 





APPENDICES 


TABLE H—EVANGELISM: MATERIAL ADVERTISED BY 103 
THEOLOGICAL SEMINARIES, 1922-23? 


| SEMINARY Courses and Semester Hours 
ye Principles and Methods of Evangelism, 1. 
Pare Evangelism, 2. 
Bikoess Evangelism, 2. 
TON poate Evangelism, 114 (minor). 
pi ye Evangelism, 4. 
A a Personal Evangelism, 24 (1 term hour). 
iF Bay EA Evangelism, 4. 
1655. Evangelism. 
Ag le Evangelism, 8 (2 courses). 
Bose a a Soul Winning. 
AO Tdi Evangelism, 114 (minor). 
BEn ie wey Personal Evangelism, 1; Bible and Personal Evangelism, 14; 
Clinic, % (10 exercises). 
Rd ethers Evangelism, 24 (1 quarter hour). 
OBA Public Evangelism, 2; Personal Evangelism, 2; Evangelization 
of Social Groups, 2. 
8 epee ae Evangelistics. 
i eee Oe Evangelistics, 4. 
ROT. oes Evangelistics, 2. 
OF him yin Constructive Evangelism, 4; Field Work in Evangelism, 2; 
Personal Evangelism, 2. 
DOr pews Evangelism, 224; Constructive Evangelism, 114; Home Mission 
Field, 224. 
7A Evangelism in the Life of the Church, 1; Personal Evan- 
gelism, I. 
Ae date Gate Evangelism, 17. 
WB se eae Educational Evangelism, 2; Personal and Pastoral Evan- 
gelism, 2. 
BUiidkeey Evangelism, Its History, Truths and Methods, 1. 
NIOS So os Evangelism, 2. 
BEOOws. 5s Pastoral Evangelism (Included in Pastoral Theology for Senior 
| Year) ; Practical Evangelism. 
oa a Evangelism, 224; Personal Evangelism, 2 
REA 6 ok Evangelism, 2. 


1 Seventy-six of the 103 seminaries considered advertised no courses in evangelism. 
See Table A for names of seminaries. 
2 Data for 1921-1922. 


[429] 





THEOLOGICAL EDUCATION IN AMERICA 


TABLE I—RELIGIOUS EDUCATION MATERIAL ADVERTISED 
BY 103 THEOLOGICAL SEMINARIES, 1922-23? 


SEMINARY Courses and Semester Hours 


Sunday School Organization and Methods. 

Teacher Training, 2. 

Child Development, 1; Sunday School Efficiency, 1; Principles 
and Organization of Religious Education, 1; Principles and 
Methods of Young People’s Work, 1; Introduction to Re- 
ligious Education, 3; Organization of Religious Education, 3; 
(Theory of Education Seminar, 4; Moral Education, 2; 
Society and Education, 2; Community Recreation, 6; Prin- 
ciples of Social Organization in Secondary Education, 2; 
Supervision of Social Organization and Control in Secondary 
Schools, 2; at University of California and at Berkeley 
YM Ce Arye 

Principles of Psychology, 3; Special Studies in Psychology of 
Religion, 3; The Sunday School, 2. 

Agencies of Religious Education, 1; Religion of Childhood and 
Youth, 1. 

Principles of Religious Education, 2%4 (major); Materials of 
Religious Education,’ 224; Materials of Religious Education, 
223; Methods of Teaching the Bible,* 224; Organization of 
Religious Education,® 274; Religious Education of the Adult, 
273; Religious Instruction and Public Education? 114; 
Methodology of Religious Education, 224; Education and 
Worship,’ 1%; Missionary Education of the Church, 1%; 
Church School Curriculum, 224; Problems of Religious Edu- 
cation,’ 274; Church and the Young People, 224; Agencies 
for Religious Education in Chicago, 234; Teaching Values of 
Bible, 2274; Psychology of Religious Development, 2%; 
Religion and Adolescence, 1%. 

Sunday School Pedagogy and Administration, 4. 

Religious Pedagogy, 2; School Administration, 2; Ancient and 
Medieval Religious Education, 3; Modern Religious Edu- 
cation, 3. 

Psychology of Religion; Principles of Education, 14% (2 term 
hours); Church School, 1%; Use of Old Testament in 
Religious Education, 1144; Prayer and Worship, 14; Use 
of the Story in Religious Education, 1%; Supervision in 
Religious Education, 1144; Problems in Psychology -of Re- 
ligion, 143; Psychology of Childhood, 1%; Psychology of 
Adolescence, 1143; Primary Methods, 1%; Junior Methods, 
17%; Young People’s Work, 114; Pageantry and Dramatiza- 
tion, 143; Handwork, 14; Use of New Testament in Re- 
ligious Education, 1%. ; 

Religious Pedagogy, 224. 

Principles, Methods and Materials of Religious Education, 3; 
Adolescence and Religious Life, 3; Current Extensions of 
the Church School, 3. 

Sunday School Pedagogy, 4. 

Introduction to Religious Education, 2; Principles of Religious 
Education, 2; Methods in Religious Education, 2; Adminis- 
tration, 2; Vocational Aspects of Religious Education, 2; 
Elementary Religious Education, 4; Adolescent Religious 
Education, 4; Special Tasks in Religious Education, 2; 


[430] 











SEMINARY 


APPENDICES 


TABLE I—Continued 
Courses and Semester Hours 


Week-Day Religious Education, 2; History and Materials of 
Religious Education, 2; Records and Publicity in Religious 
Education, 2; Religious Education Seminarium, 2%; Re- 
ligious Education Observation; Religious Education Practice ; 
Preparatory Psychology, 2. 


Child Psychology, 8; Religious Pedagogy, 8; Aims and Prin- 


ciples, 6; Organization and Administration, 6; Psychology 
of Religious Expression, 4. 


Philosophy and Psychology of Christian Experience, 2% 


(major); Pedagogy of Jesus, 224; Organization and Man- 
agement of Religious Education, 224; Religious Pedagogy, 
224; Educational Psychology, 224; Psychology of Religion, 
23. 


Christian Education; Religious Pedagogy; Sunday School 


Administration; Introductory Religious Education; General 
Psychology; Psychology of the Christian Life; Principles of 
Education; Story Telling; Educational Psychology; History 
of Education; Lesson Planning and Methods; Child Psy- 
chology; History of Christian Education; Practice Teaching ; 
Adolescent Psychology; Master Teacher and Teaching; 
Applied Psychology; Principles of Religious Education; 
Modern Problems in Religious Education; Sunday School 
Efficiency. 


General Psychology; Psychology of Childhood; Genetic Psy- 


chology; Principles and Methods of Religious Education; 
History of Religious Education; Materials; Psychology of 
Religion; Genetics; Sunday School Organization, Equipment 
and Management; Philosophy of Religious Education. 


Religious Education, 6 

Preparation for Sunday School Work, 1 year. 

(Religious Education, 3, Episcopal Theological School.) 
Church School. 

Principles of Religious Education,* 2% (major); Organiza- 


tion,’ 224; Materials, 224; Organization of Church School,* 
1%; Agencies for Religious Education in Chicago, 274; 
Background and History of Christian Education before 
Reformation,’ 2%4; History of Christian Education in Modern 
Period,* 224. 


Principles of Religious Education, 3; Principles of Teaching, 3; 


Organization of Religious Education, 2; History of Educa- 
tion, 3; Teacher Training, 1. (Story Telling in Religious 
Education, 1; Girl in her Teens, 1; Elementary Psychology, 
3; Genetic Psychology, 3; Educational Psychology, 3; Psy- 
chology of Religion, 3; Mental Tests, 3; Principles of 
Religious Education, 3; Principles of Teaching, 3; Organ- 
ization of Religious Education, 2; Teacher Training, 1; 
Adolescence, 1; Missionary Education in the Church School, 
1; Investigation and Essay, 4; Practice in Religious Educa- 
tion, 4-8; Elementary Departments of Church School, 2; 
Guidance of Play, 1, at School of Religious Pedagogy). 


Religious Education in the Church, 2; Psychology of Religion, 


2; Principles of Religious Education, 2; Special Problems, 2. 


Introduction to Religious Education, 3; Organization, 3; 


Modern Church School (Elementary), 2 or 3; Modern 
[431] 


























































THEOLOGICAL EDUCATION IN AMERICA 
TABLE I—Continued 


Church School (High School, Young People and Adults), 
2 or 3; Research, 1 or 2; Seminar, 4. 

History and Principles of Religious Education, 244; Materials 
of Religious Education, 224; Organization, 114; Psychology 
of Religion, 1%. 

Psychology of Religion, 4; Psychological Principles of Moral 
and Religious Education in Childhood, 2; Moral and Re- 
ligious Education in Adolescence, 2; Theory of Religious 
Education, 4; History of Religious Education, 4; Religious 
Education Seminar, 4; Interviewing and Charting of Boys 
and Men, 2; Men’s Club in the Church, 1; Leadership of 
Voluntary Discussion Groups, 2; Teaching of Bible in the 
Curriculum, 2; Organization of Religious Education, 43 
Materials of Religious Education, 2; Methods of Religious 
Education, 2; Analysis and Educational Use of Biblical 
Material, 2; Educational Aspects of Worship, 2, 

Philosophy of Religious Education, 2; Curriculum of Religious 
Education, 2; Organization and Administration of Religious 
Education, 2; History of Religious Education, 2; Survey of 
Agencies of Religious Education, 2; Special Methods in 
Teaching Religion, 2; History of Religion, 4; Psychology of 
Religion, 2; Observation and Practice Work, 2; Survey of 
Religious Education in the Local Church, 2, 

Principles, Materials and Organization, 4; Introduction to Psy- 
chology of Religion, 2, 

Catechetics, 6; (History of Education, 3; Principles and 
Methods of Religious Education, 6, at St. Louis Community 
Training School). 

Sunday School Work; Catechetics, 

Catechetics, 2; Christian Pedagogy, 2. 

Catechetics; Home Missions and Sunday School Work. 

Catechetics. 

Catechetics, 

Catechetics, 1; The Sunday School. 

Pedagogics and Catechetics, 4. 

Catechetics, 2. 

Catechetics and Sunday School Work, 2, 

Catechetics, 4. 

Catechetics. 

Barnes School, 2; Necessity of Church Schools, Catechetics, 
etc., 6. 

Psychology of Religion, 224; Principles of Religious Educa- 
tion, 224; Church School, 224, 

Psychology of Religion, 4; Principles of Moral and Religious 
Education, 4; Organization and Administration of City 
Schools of Religion, 2; Religion of Childhood and Adoles- 
cence, 4; Organization and Curriculum of Church School, 4; 
Surveys and Measurements in Religious Education, 2. (Psy- 
chology, 6; Introduction to Educational Psychology, 4; 
Principles and Methods of Instruction, 4; Story Telling in 
Religious Education, 1; Psychology of Public Presentation, 
2; Educational Psychology, 4; Mental Tests and Educational 
Measurements, 2; Mental Diagnosis, 4; Methods of Teaching 
English to Foreigners, 1; Organization and Administration 


[432] 





APPENDICES 


of Moral and Religious Education, 2; Curriculum and Pro- 
gram of Church School, 2; Student Life, its Psychology 
and Regimen, 2; Student Activities in Church and Social 
Work, 2; Leadership of Girls and Young Women, 2; Voca- 
tional Guidance in Church and Social Work, 4; Principles 
and Methods of Sunday School Association Work, 3; Organ- 
ization and Administration of Religious Education in Local 
Church, 3; Kindergarten Department of Church School, 4; 
Primary Department of Church School, 4; Junior Depart- 
ment of Church School, 2; Practice Teaching, 2; Supervision 
of Elementary Grades, 2; Organization of Young People’s 
Work, 2; Administration of Young People’s Work, 2; 
Organization and Administration of Community Young 
People’s Work, 2; Adolescent Curricula, 2; Adolescent En- 
vironment, 2; Seminar in Adolescent Religious Education, 4; 
Field Promotion of Young People’s Work, 1, at School of 
Religious Education and Social Service. 

GRiet we Principles of Religious Education, 3. 

GO satnes Religious Psychology, 4; Church School, 4; Genetics, Child 
Psychology and Adolescence, 4; Seminar, 2; Principles, 1; 
Scientific Method and Experimentation for Religious 
Workers, 4. 

70...... Introduction to Study of Religious Education, 224; Pastor and 
the Sunday School, 1144; Human Nature and its Remaking, 
114; Organization of the Educational Program of the Church, 
114; Management and Supervision of the Church School, 
11%4; Recreational Leadership, 1%; Teaching Religion, 2343 
Curriculum of Religious Education, 224; Psychology of 
Religious Development, 1%. (History of Religious Educa- 
tion, 3; Religious Education of Children, 3; Religious Edu- 
cation of Adolescents, 3; Curriculum of Moral and Religious 
Education, 3; Content and Organization of Present Curricula, 
3; Method in Teaching Religion, 3; Special Methods, 2; 
Advanced Principles of Religious Education, 3; Principles 
and Methods of Recreational Leadership, 3; Organization 
and Administration of a National Program of Religious 
Education, 3; Organization and Administration of Religious 
Education, 3; Organization and Supervision of the Church 
School, 3; Psychology and the Religious Life, 3; Problems 
in Religious Psychology, 3; Seminar in Administration Prob- 
lems, 4, at Northwestern University). 

717..... History of Moral and Religious Education, 2; Religion of 
Childhood and Adolescence, 2; Principles of Moral and Re- 
ligious Education, 4; Materials of Religious Education, 4; 
Seminar, 2; Psychology of Religion, 2. 

Pee hehe Religious Education, 2; Organization and Administration of 
Religious Education, 2; Psychology of Religion, 2; Psy- 
chology of the Christian Life, 2. 

et Ae Principles and Program of Religious Education, 3; Principles 
of Teaching Religion, 3; Seminar for Directors of Religious 
Education, 4; Seminar in the Problems of Religious Educa- 
tion, 4. 

1 ERSTE Theory of Religious Education, 1%; Sunday School, 1%; 
History of Religious Education, 1%; Psychological Basis of 


[433] 








THEOLOGICAL EDUCATION IN AMERICA 








TABLE I—Continued 


Religious Phenomena, 134; Psychology of Religion, 3%; 
Seminar in Psychology of Religion, 314; Religion of the 
Child, 124; Religion of the Adolescent, 124; Religion of the 

Adult, 124; Practice of Religious Education, 3%; Boy and 
the Church, 124; Materials of Religious Education, 13 ; 
Social Theory of Religious Education, 314; Introduction to 
Religious Education, 2; Religious Characteristics of Children, 
2; Teaching Teachers of Religion, 114; Religious Education 
and Adolescent Problems, 114; Organization and Adminis- 
tration of Religious Education, 2; the Church as Education, 
2; Religious Education in the Family, 2; Weekday Religious 
Education, 2; Worship as a Factor in Religious Education, 2. 
Psychology of Childhood; Psychology of Religion; Principles 

of Religious Teaching. 

Religious Education and the Sunday School, 2. 

Religious Education and Psychology of Religion, 12. 

(Introduction to Religious Education, 1144; Educational Signifi- 
cance of the Stages of Individual Development, 24; Prin- 

ciples of Religious Education, 2; Principles and Methods 

of Teaching, 2; Story Telling in Morals and Religions, 1; 

Practice in Teaching and Class Management, I or 2; Organ- — 

ization and Administration of Religious Education in Local 

Church, 2; Organization and Administration of Children’s 

Division of Sunday School, 2; Practice in Administration of 

Religious Education, 1 to 6; Curriculum of Religious Educa- 

tion, 2; Methods and Materials for Use in Primary Depart- 

ment, 1; Methods and Materials for Use in Cradle Roll 
and Beginners’ Department of Church School, 1; Methods 
and Materials for Use in Junior Department, 1; Missionary 

Education in the Church, 1; History of Education, 33. Train 

ing of Teachers of Religion, 3; Problems in Religious Edu- 

cation, 3; Seminar in Religious Education, 4; Agencies of 

Moral ‘and Religious Education Outside the Church, 1%; 

Community Organization for Religious Education, 24; Boy 

Scout Leadership, 1; Practice in Boy Scout Leadership, 1 

to 2; Group Work with Boys, 2 to 10; Gymnasium Work 

with Boys, 2 to 4; Girl Scout Leadership, I to 2; Practice 
in Girl Scout Leadership, 2 to 4, at School of Religious 

Education.) 

(Principles of Religious Education, 3; Methods in Religious 
Education, 3; Religious Education Administration, 4; Social 

and Recreational Church Work, 2; Church and Religious 

Music, 2, in College of Liberal Arts.) 

Sunday School Methods and Pedagogy, 2. 

Principles of Religious Education, 1%4 (minor) ; Organization 
and Administration of Religious Education, 11%4; Materials 
of Religious Education, 144; Psychology of Religious Devel- 
opment, 173; Psychology of Religion, 2%3; Sunday School 
Survey, 1%. 

Religious Pedagogy and Sunday School Work, 2. 

Psychology of Childhood and Adolescence, 2; Organization 
and Administration of Religious Education, 2; Principles 
and Methods, 2; Psychology of Religion, 2. 

Sabbath School Pedagogy; Pastor in the Sabbath School. 

















APPENDICES 


TOP ss «05% Religious Education, 1; Psychology of Religion. 

RON ss Religious Pedagogy (elementary course), 2; Advanced 
Course, 2. 

SOG ST Introduction to Religious Education, 3. (Principles and 
Methods of Religious Education, 3, at Harvard Theological 
School. ) 

a ORE Pedagogy, 3; New Aspects and Applications of Educational 
Principles, 3. 

TORTS: S. Religious Education, 6. 

T0577. 2... Religious Pedagogy, 2. 

TES te. Religious Pedagogy, 2. 

ONE, Ue Re Religious Education, 4. 

A oy, Catechetics, I. 

tt fee Religious Pedagogy, 3. 

ym es Gemeindearbeit, Sonntagsschule, Katechismus, Unterricht, 4. 

123...... (Introduction to Religious Education, 3; Organization of Re- 


ligious Education, 31; Modern Church School, elementary 
division, 2 to 3; Young People’s and Adult, 2 to 3; Research, 
I or 2; Seminar, 4, at Pacific School of Religion and Depart- 
ment of Education, University of California.) 


T9343 F225: Sunday School Methods, Organization and Administration; 
Religious Pedagogy. 

ie oe” Religious Pedagogy, 2; Practical Sunday School Teaching, 2; 
Applied Religious Psychology, 3. 

VRS bia Pedagogy, 4; Religious Pedagogy, 1; Church School Methods, 


143; Church School Methods, 224; Individual School and 
Sunday School Association; Cradle Roll and Home Depart- 
ment; Beginners and Primary Methods; Junior Methods; 
Girls of Intermediate and Senior Departments; Adult and 
Organized Classes for Women; Work with Boys and Men. 


120e 9 00s (Introduction to Religious Education, 3; Principles and 
Methods of Teaching, 3, at Episcopal Theological School.) 
L304. sis tt Aim of Religious Education; Historical Studies in Religious 


Education; Philosophical and Psychological Studies in Re- 
ligious Education; Studies in Religious Pedagogics. 
8, fg eae Introductory Course, 4; History of Christian Education, 2; 
Educational Currents of the Present, 4; Curriculum of the 
Church School, 2; Criticism and Supervision of Religious 
Instruction, 2; Religious Life of Children and Youth, 2; 
Organization and Administration of Religious Education, 2; 
Special Methods with Adolescent Pupils, 2; Seminar in 
Religious Education, 4; Introduction to Psychology of Chris- 
tian Life, 2; Psychological Theories of Religion, 4; Seminar 
in Psychology of Religion, 4. 
Ks ee eeg History of Religious Education, 2; Principles of Religious 
Education, 2; Agencies and Methods, 2; Psychology of Re- 
ligion, 4; Jesus as a Teacher, 2; Genetics, 2. 
‘Twenty-three of the 103 seminaries considered advertised no courses in religious 
education. See Table A for the names of seminaries. 
? Data for 1921-1922. 
* Course open to students in Chicago Theological Seminary (30). See note 4 


“Course open to students of School of Divinity, University of Chicago (10). See 
note 3. 


[ 435 | 





THEOLOGICAL EDUCATION IN AMERICA 


TABLE J—COURSES AND SEMESTER HOURS: ADVERTISED BY 
DEPARTMENTS OF SYSTEMATIC THEOLOGY IN TWO 
GROUPS OF SEMINARIES: 


1. NorTHERN CONVENTION BAPTIST 


Berkeley Baptist Divinity School, 1922-23. 
Prescribed: Prolegomena, 2; Theism, 3; Anthropology, 2; Redemption, 
_ 2; History of Theological Thought, 2; Theology in 19th Century, 2; 
Theology of the Social Gospel, 2. 

Elective: Theology of Social Gospel, 1; Personality, Its Relation to 
Theology and Experience, 2; Types and Trends in Theology, 4; 
University Courses in Department of Philosophy. 

Bethel Theological Seminary, 1921-22. 

Dogmatics (including Introduction and Theology Proper, Biblical 
Anthropology, Objective and Subjective Soteriology, Eschatology). 
Christian Ethics; Practical Theology; Homiletics; Church Polity; 
Pastoral Duties; Sociology; Religious Pedagogy; Philosophical Pro- 
pedeutic; (Psychology and Logic). 

Colgate Theological Seminary, 1922-23. 

Prescribed for B.Th. Degree: History of Doctrine, 5; Systematic The- 
ology, 5; Christian Ethics, 3. 

Elective: The Atonement, 2; The Scriptures, 2; Reconstruction in 
Theology, 2. 

Crozer Theological Seminary, 1922-23. 

Prescribed: Fundamental Theology, 3; Theology Proper, 3; Anthro- 
pology, 3; Person of Jesus Christ, 3; Jesus Christ and Salvation, 3; 
Christian Doctrine of Things to Come, 3. 

Prescribed for Diploma: Introduction to Philosophy, 2; History of 
Philosophy, 2. 

Elective: Christian Doctrine of Immortality, 3. 

Divinity School of the University of Chicago,’ 1922-23. 

Prescribed: Introduction, 224; Sin, Salvation, Person and Work of 
Christ, 224; The Christian Life, 224. 

Elective: Outline of History of Doctrine, 224; Outline Course in Com- 
parative Theology, 224; Types of Contemporary Theology, 224; Chris- 
tian Origins: Formative Concepts of Christian Theology, 114; History 
of Dogma, 8; History of Idea of God, 224; History of Doctrine of 
Salvation, 224; Theological Encyclopedia and Methodology, 224; 
Christian Doctrine of God, 1%4; Christian View of Man and Sin, 1%; 
Person and Work of Christ, 224; Christian Doctrine of Salvation, 
144; Doctrine of Kingdom of God, 1%; Social Theology, 224; Chris- 
tian Doctrine of Atonement, 224; Christian Ethics, 1%; History of 
Christian Ethics, 224; Christian Theology in Relation to Modern 
Science, 274; Christian Theology in Relation to Modern Philosophical 
Ideals, 224; Christian Ethics in Relation to Modern Social and Ethical 
Movements, 274; History of Doctrine of Immortality, 224; Conception 
of God in Modern Thought, 224; Doctrine of the Trinity, 224; History 
of Doctrine of Atonement, 224; Use of Scripture in Modern The- 
Ology, 224; Problem of the Supernatural, 224; Fundamental Problems 
in Modern Theology, 224. 

Elective Courses offered by Chicago Theological Seminary: Comparative 
Christian Beliefs of Today, 224; History of Christian Doctrine, 8; 
Theology of Schleiermacher, 224; History of American Theology, 234; 
History of Mysticism, 2%; History of Idea of God, 234; Chief Prob- 
lems and Types of Defences of Christianity, 224; Modern Religious 


[436? 





APPENDICES 


TABLE J—Continued 
Cults, 24; Christian Ideals Related to Ideals of Philosophical Ethics, 
22 


Elective Courses offered by Western Theological Seminary: Outline 
Course in Apologetics, 234. 

Elective Courses offered by Ryder Divinity School: History of Doctrine 
among the Universalists, 224; Liberal Movement in Modern The- 
ology, 2%. 

Elective Courses offered by Disciples Divinity House: Development of 
Thought among Disciples, 224; Problems of Doctrinal Readjust- 
ment, 224. 

Kansas City Baptist Theological Seminary, 1922-23. 

Prescribed: Fundamentals of Faith, 3; Christian Evidences, 3; Sys- 
tematic Theology (including Scriptures a Revelation from God, Exist- 
ence and Attributes of God, the Trinity, purposes of God and His works 
as seen in the creation, etc., Doctrine of Man: Creation, sin, fall, etc., 
Christ: Person, humanity, divinity), 3; Systematic Theology (includ- 
ing Doctrines of Grace: election, regeneration, repentance, etc., The 

-Church, Things to Come), 3; Christian Ethics, 2; New Testament 

) Theology, 2; Apologetics, 2. 

Newton Theological Institution, 1922-23. 

Prescribed: Christian Doctrine of Man, 1%; Place of Jesus in Christian 
Theology, 2; Christian View of Salvation, 2; Christian Conception of 
God, 14%; Christian Ethics, 2; Teaching of Christianity Concerning 
the Future, 1%. 

_ Elective: Religious Aspects of Philosophy, 114; Philosophy of Religion, 
144; Contemporary Religious Movements, 24; Romanism and Modern- 
ism, 14; Theology of the Poets, 24; Modern Theologians, ry. 

‘Northern Baptist Theological Seminary, 1922-23. 

Prolegomena and Theology Proper, 6; Anthropology, Soteriology, ~ 
Eschatology, 6. 

Rochester Theological Seminary, 1922-23. 

Prescribed: Psychology of Religion, 3; Christian Doctrine of Man and 
His Salvation, 3; Christian Doctrine of God and the World, 3. 

Elective: Genesis of Catholic and Protestant Orthodoxy, 3; Christian 
Atonement, 3; Christian Finality, 3; Genesis of Modern Theology, 3; 
Representative American Thinkers, 3; Christian Faith and Moral 
Freedom, 3; Conception of God in Philosophical Idealism, 3; Agnos- 
ticism and Belief in Revelation, 3; Science and Religion, 3; Modern 
Buddhism, 3. 


II. RerorMep Group? 


Theological School of the Christian Reformed Church (Calvin College), 
1921-22. 
Theological Encyclopedia, 4; History of Doctrines, 2; Dogmatics, 18; 
Ethics, 4. 
Theological Seminary of the Reformed Church in America, 1921-22. 
Theological Encyclopedia (10 weeks) and Non-Christian Religions (13 
weeks), 4; Symbolics (3 weeks), Apologetics and Dogmatics (30 
weeks), 6; Ethics, 2; Dogmatics, 6 
‘Vestern Theological Seminary (Reformed in America), 1921-22. 
| Junior Class: Encyclopedia and Methodology ; Authority; Doctrine of 
| God; Creation of Universe. 
| Middle Class: Divine Government; Creation of Man; Person and Work 
) of Christ; Person and Work of Holy Spirit in Creation and Redemp- 
/ tion; Doctrine of Salvation; The Church. 
| [437] 











THEOLOGICAL EDUCATION IN AMERICA 


TABLE J—Continued 


Senior Class: Doctrine of Last Things; Christian Ethics Confessional 
Theology; Review of Dogmatic Theology. 

Graduate Work for B.D.: Doctrine of Trinity; Atonement; Modern- 
ism; Non-Christian Religions. 

Central Theological Seminary of the Reformed Church in the United 
States, 1921-22. 

Theological Encyclopedia, 2; Apologetics, 1; Heidelberg Catechism, 1; 
Christian Theism, 1; Anthropology, Christology and Soteriology, 2; 
Ecclesiology, 1; Eschatology, 1. 

Mission House of Reformed Church in the United States, 1921-22? 

Einleitung in die theologische Wissenschaftung, 3; Dogmatic ( Ein- 
leitung, Quellen, Gottesbegriff, gottliche Offenbarung), 1; Symbolik, 
1; Dogmatic; Lehre von Gott, gottlichen Eigenschaften, Verhaltnis 
Gottes zur Welt, die Dreieinigkeit, Lehre von den Engeln, Anthro- 
pologie Hamartologie, 3; Symbolik, 1; Ethik, 2; Dogmatik; Chris- 
Sei Soteriologie, Ekklesiologie, Eschatologie, 3; Ethik, 2; Sym- 
bolik, 1. 

Theological Seminary of Reformed Church in the United States (Penn- 
sylvania), 1920-21. 

Junior Class: Encyclopedia; Heidelberg Catechism; Philosophy of Re- 
ligion; Introduction to Dogmatics. 

Middle Class: Dogmatics: Idea, relations and postulates of Christian 
Theology; Christian idea of God and Christian view of world; Ethics. 

Senior Class: Dogmatics: Man and Sin, Christ and Salvation; Christian 
Life; Ethics; Religious Education. 


1 Elective courses offered by Garrett Biblical Institute and Western Theological 
Seminary during the summer are omitted. 


* All courses appear to be prescribed. : 
* Whether these are year or semester hours is not clear, 














APPENDICES 


‘TABLE L—STUDENTS IN THEOLOGICAL SEMINARIES WHOSE 
HOMES ARE IN FOREIGN COUNTRIES, 1920-21 


Number of Students 
CouNTRY Total In. United States In Canada 
RRMEEERITN aiav c's can ssscesvvas 747 602 145 
Ege i EE 8 — 
DRE ike Oidip's's d's v'vn sc e's I I a 
oe I I wee 
GL GY ig 4 4 —_ 
No Be OS 3 3 om 
OG Se re 8 8 a 
ee ES PETS Ie iGo 5  ¢6'0'b 2's che 12 12 tone 
(SES EE PS Te ee III III — 
SRRR MMS e IDV A MER AT aids «sis ois 5% 00500 12 12 ~ 
: SRE ES fc) ae a 7 7 oe 
eh Os a 4 4 — 
UN RM C PeR Rh aS ons ¢ 0:0» wesie'tre 10 8 2 
METODCIETNCOr(GDINA |... o..0cccccc ces I I — 
A re 7 7 —_— 
115. 40 75 
Se SE Se a a 3 3 _- 
PALE CSTE ACES i te ae 6 6 _ 
EE ee eae 6 5 I 
SER UME Sy 98 SE Se I I —_ 
(OE i 51 50 1 
Loe le iil te aa a ri 4 4 _ 
PAI 8 a III 105 6 
RS ONE hla) 9) 07a i a a 26 26 — 
INUIT ois dco cis caw ce I I —_ 
OOS ol aS 7 7 _ 
VOU eye iV oh i Ge ia a 4 4 — 
MPGWLOUUCIAD 355. dct cer cc cene I I oo 
MPCW PRAIA PENG AY: «secs occ cae dsc 3 3 — 
Oy 530 «ae Se er 14 14 —_ 
ESE er 8 8 — 
OEP 0 sti Ga 2 2 oom 
Oe ed A a a I I oe 
PR lay ov cs ekslu wes 16 16 _ 
PRN tay Soa, wie oc c's e wate’ o 2 —~ 
RSM te ks gta ec nas 35 35 — 
SEEN cing syle vce ose ds § acy 3 3 -— 
RIG a Pi ka sp ss 0 va 0 e's'e I I ~~ 
UNA RIOD ila.c bicse sve ccvacss 2 2 ~~ 
LGR 2 5 ea I I — 
SE So Sa 15 15 ~ 
PERTAIN a, .'.', on hance 7 6 I 
ae lS ae a 4 4 _ 
United States Possessions ........ 37 28 9 
ES OS 10 10 — 
Undesignated Foreign Countries... 11 II —_ 
Unknown Maris ds ss cas o'ste eee 5 50 — 50 
[439] 





. 
TABLE K—RANK OF STATES 


Per Cent Amount for 
of Church State Supported 
Population for Member- HigherEducation 
One Theological ship, for Each $1,000 
Student, Roman of Wealth, Educational 
Excluding Catholic, Excluding Nor- Rank by Index 
Negroes in 19162 = mal Schools? Numbers + 


Number Rank Amount Rank Number 
6,641 22 27.) $0.32 4I 
South Carolina 8,024 I 19 hey 29 
Minnesota 8,037 45 16 38 58 
8,425 25 22 -33 55 
Nebraska 8,642 3I 23 33 57 
Mississippi 8,714. 4 17 a7 30 
North Carolina 8,831 oO 31 .28 31 
Colorado 8,949 41 i5 39 59 
Iowa 9,733 28 30 .28 62 
Virginia 10,049 4 28 31 35 
Georgia 10,363 2 33 tao 33 
South Dakota TE 107 oe a6 6 .56 55 
Average 22 


Illinois 11,065 46 40 6 
Maine 12,000 58 29 29 
Massachusetts 12,001 71 20 34 
Ohio 12,049 37 32 Ze 
Kentucky 12,182 17 34 .22 
Wisconsin 12,185 51 12 48 
Missouri 12,798 33 42 15 
North Dakota 13,201 42 35 a 
Pennsylvania 13,668 45 47 .06 
Tennessee 13,766 3 9 53 
New Hampshire 13,846 65 13 46 
Vermont 14,097 54 II .50 
Average 27 


Maryland 14,342 36 4I s15 
Alabama 14,766 4 38 17 
Arkansas 15,799 4 43 14 
California 16,165 55 25 32 
Oklahoma 17,021 II 36 iat 
Indiana 17,443 23 26 32 
Florida 19,338 8 21 33 
New Jersey 19,361 59 46 .06 
Michigan 19,513 48 7 53 
Oregon 20,087 28 18 a7 
New Mexico 22,522 85 4 . 

New York 24,551 64 45 .10 

Average 29 


West Virginia 24,593 O <4; .20 
Delaware 24,778 35 10 oI 
Washington 25,122 34 24 33 
Connecticut 26,050 67 39 15 
Rhode Island 27,473 76 14 
Louisiana 29,638 590 48 05 
Wyoming 32,400 32 I 82 
Arizona 37,125 72 2 78 
39,206 57 8 53 
71,978 53) 3 74 
77,407 O57 tira 43 15 
| 89,879 92" 5 .69 7 
Average 43 20 18 
* Population data from Fourteenth Census of the United States, 1920. 
* United States Department of Commerce, Bureau of the Census, Religious Bodies, 1016. 


Twenty-five per cent. of the membership in the Roman Catholic Church is under thirteen 
years of age. 


* United States Department of the Interior, Bureau of Education, Bulletin No. 41, 1919. 
440 . 





IN MINISTERIAL STUDENTS 


Population for 


One Medical 
Number of Per- Population for Student, 
sons per Square One Foreign Per Cent of Excluding 
Mile Born White Rural Population Negroes ® 
Rank Number Rank Number Rank PerCent Rank Number 
14 18 18 13 21 68 33 8,214 
32 55 2 263 5 83 4 4,901 
20 30 4I 5 28 56 8 5,068 
16 22 16 16 22 65 21 6,274 
12 17 23 9 19 69 I 4,051 
23 39 3 223 I 87 27 6,043 
3I 53 I 361 yj 81 16 5,820 
10 9 25 8 32 52 20 6,264 
25 43 22 II 25 64 II 5,215 
34 57 9 75 16 71 12 5,393 
29 49 4 179 10 75 14 5,566 
9 8 29 8 3 84 19 6,180 
21 16 16 16 
40 116 36 5 43 32 9 5,098 
18 26 3I 7 27 61 31 7,530 
47 479 47 4 47 5 5 4,907 
41 I4I 24 9 40 36 26 6,752 
35 60 8 78 13 74 42 13,889 
27 48 34 6 30 53 re 5,905 
30 50 15 18 29 53 13 5,552 
II 9 40 5 2 86 23 6,469 
43 195 32 6 4I 36 29 7,402 
33 56 5 151 12 74 36 = 10,595 
28 49 42 5 39 37 34 9,427 
22 39 27 8 18 69 3 4,098 
31 28 28 22 
42 146 17 14 37 40 25 6,614 
26 46 6 133 9 78 22 6,319 
al 33 7 126 4 83 44 16,619 
17 22 39 5 44 32 15 5,711 
19 29 10 51 14 73 4I 12,390 
38 81 14 19 34 49 24 6,541 
13 18 13 23 26 63 40 11,818 
46 420 43 4 45 22 30 7,401 
37 64 38 5 38 39 18 6,134 
8 Bai) 30 8 33 50 7 5,022 
3 3 19 12 6 82 47 25,739 
44 218 45 4 46 17 6 4,971 
26 23 28 27 
36 61 12 24 II 75 32 7,870 
39 114 20 II 35 46 SOUT Groe 
15 20 35 5 36 45 38 11,120 
45 286 46 4 42 32 10 5,190 
48 566 48 4 48 ea 28 7,282 
24 40 II 40 23 65 35 9,704 
2 2 28 8 17 71 46 24,300 
4 3 44 4 24 65 48 30,378 
5 4 33 6 20 69 45 18,927 
6 5 20 II 15 72 37 11,073 
I I 37 5 8 80 43 15,481 
7 6 26 - 8 31 52 2 4,085 
19 30 26 34 


«Russell Sage Foundation, Index Numbers of States, 1918. 

© Religious Bodies, 1916. 

©Journal of the American Medical Association, August 19, 1922. 
7 Latter Day Saints. 

* Roman Catholic, 54; Latter Day Saints, 21. 


441 





TABLE M—FINANCIAL REPORTS OF THEOLOGICAL. 


ASSETS Noe 


TOTAL EQUIPMENT AND PLANT PRODUCTIVE 
O Funps 
Build- or Not Endow- 
SEMINARY Campus ings Books Specified ment Other 


25. 
44 
8 


200 


50 
18 


Peale ce one 


253° 
270 ° 
29 
14 
295 


201 


~ oa oy orem 


beled bebf | o:02| 


b 
COO © & 
3 
f=) 


100 
302 


[| | pt 
alllISISSBISrtidraiy 


Sal | | ol 


&> 
° 
ol 

1o*) 

wn 


io 
= 
ww 


mG 
= © 


& 


lwo SSISsllISBFISli II Sil 


le&tal ld | 


& 
OM FUMamAAN 
& EG 


beonhsbee wee SA 11 elo le 


w& 
\ 
wb 
=) 


lS | 


= 
Ry 
oo 

eee 


on 
Lo 
° w 
lett olf tell IA Cle] 118 | 


30 
50 

3 
50 
25 

6 

Oo 
03 
50 
50 
10 


PEt iil bal lI SIStliteol F111 lead 


| on | 
mable sOtGs G6 Gos |e Seth OC lcok: 
LPP bell 





{J 
. 
} 


INARIES IN THOUSANDS OF DOLLARS, 1920-21? 


{ 
: 
| 
) 
. 


: 
EXPENSES INCOME 
\ : Other| Tota, 
| Admin- or Not Other 
istra- Pro- Instruc- Main- Spect- Endow- Individ- or Not 
tion motion tion tenance Library fied ment Tuition uals Church Specified 
a Fe ead Re a mee tome 7 
— I 10°” 2 — 2 48 4 — I 37 6 
ieee i 50 40 ee ag 
gaa 3° . 99°.’ 29 UMS Chine FEV aE ett tinas ot) te 
— — 2 _ — — — —_ — — — ome 
Sen, 8s RANE d+ aL Se Ve Ya I 
7 — 14 PR eae eT 15 AT Lay ome N edd Sa~ cust tra 47 
—- — 36 12 — 6 SI ae fle SP Sach Spa ON oy oe 
i ae ees! 10 6 IQs 187e- 7186 oO I 4 2 
" 3 igs 47 8 Sage OOS FOG Fs 5 pS 
i 5 Ra F 4 6 Pre loal  §4. 0") 14 i) 4°35 I 
ee ee Oe a (2 eee LD poke 
| g§ — 18 10 6 Ave 43° “40 ee I 
i. ft — 8 2— I Ir — — 8 BI Rene 
yo — 14 5 I AO a. een Be Kees So ae 
| a ee ian | a 
' 6 I 53 101° 10 FeO ee SGT so Nene cee 5) wed bd a 
| 9 eas 30 4 —? a 40 28 — — — II 
| RE tear ilar} ee Armen SiuedGt ABH. tre | Pee eee Hh 
Jo 8 0) sig Se oe <tr er 
| 9 ~- 64 18 4 13. IIO 65 —- — — 45 
{gar a II —_ _ _ 14 8 — — 5 — 
1g Ei. 5A 6 2 6 1:737" =20 7 ho ares 9 i 
ete ee 16 6 — I 2 7 
eee 8 I _ ee! — 
one a — oom om, <= 30 ou a aes peat il. 
en Te heres pee Ci eee | Dan SD her 
—_— — 8 I — 20 $0". -7°3 I 4 3 10 
— — al 6 — 16 a Tits OF 6 10 16 
‘pe ae “8 te - Il _-_ — II _—-_ — 
[_— oe 5 Veh 4 3 — — 8 Rear <| 
| ae — 5 I — I 8 5 —_— == 3 feats 
— pal 16 II I 3 33 29 — a 3 I 
SS ag eT 
| SS ae ria ythhe ewes, ACs tis 
5 — 45 19 2 I 73 39 9 10 14 I 
| 14 I 50 14 6 20 Fatty (Ke 8 2 5 66 
_ 10 — 52 — 8 88 164 54 9 2 — 100 
(pe pete cone some — — 24 19 I — I 3 
et 3 I Ce) I —_-_ — 15 2 I 9 3 — 
_—_— — = 2 —_ 9 8 I - —- — 6 
_-_ — a* I —-— — 4 tr —-— — “ 
ag a 2 2 — —_ 10 3 nae 4 2 1 
| wr Y 27 = I 4 40 4 o 6 30 — 
| = _ 6 s —- —- 6 — 2 — 8 6 
443 





TABLE M—FINANCIAL REPORTS OF THEOLOGIC 
ASSETS IN- 
DEBTE| 
Tora. EQUIPMENT AND PLANT PRODUCTIVE NESS 
Other Funps 

Build- or Not Endow- 
SEMINARY Campus ings Books Specified ment Other 
a eeiisa vase ceaweriet 7S 25 125 7 — 150 
Ae ie wicalesipaisdat svi 400 55 — 136 268 10 
uence en eat oct ig ie aI 207 534 
Une eupeee eevee Mises 5 — 057 855 
KORO CASS AMA op Henin 500 106° 
eee avis cies coMR ALE 120 285° 
eve eet Pes css ed, 04s 550 470° 
Sees ei sie dats 6 e704 499 2,246 
SOAP EET PEE sete ~ 139° 
oats’ ios sine ee raretAOSs 580 = 3,364° 
Rave wes ee bess Tener OO 225 . 

Meleaeee ey. wea eaOO, 508 


—= 
eeeeoe eo eeoeeeeeee 


& 


BSS 
a 


w& 


LL tool 


_ 


EES ee Od Be 


& 
nN 


78 
56 
36 
335 
486 I,OII 
2,315 °° 2,307 
2 314 
10 460 
220 300 
5 700 
— 180 
144 130 
237 
808 


e @eeeeoeeneeeseene 


eeeeeoeeoeoeev ee eee 


w& 
=) 


e @eeeeceeeeeeees 


eeeeoeeeeoeaeeoeese 


e eeeeeeeooeeece 


8 
Llololflls 


m & 
bil la&vsstittlatitt 


“SI 
ee) 


eeeeeeeoeeeeeeee 


eeeeceeeeeeneeces 


LlolBRallo&! 


~ 
& 


eeeeeeeceoeeecee 


eeeeeeeeeesece 


bl abet fc 
ww 
=) 


eeeeeoeeeeeeeere 


eeeeeeeeeeceee 


[| 
5 
Lleol 


ceeoeeeeeeveeeeee 1,161 


627 


eeeereeeeeeges 


Lalelchol 
~ 
Oe 


eR 


200 
25 1005 — oO | 
*Includes 1o§ seminaries which gave complete or partial information. The following} 
57 seminaries are excluded because no data are available: 3, 6, 12, 19, 20, 21, 22, 25, 40;} 
5%, 537 54» 55s 56, $7, 59, 60, 61, 64, 65, 68, 79, 81, 82, 87, 90, 102, 109, 110, 112, 114 
1759 119) 12%, 127, 130, 133, 134, 137, 139, 140, 141, 142, 143, 144, 145, 147, 148, 149, 152, 
TSI, 152, 153, 154, 156, 159, 161. See Table A for name corresponding to each number.) 
The unit in this table is $1,000 or major fraction thereof. All items of less than $500 are}, 
dropped. All items of $500 or more are entered as $1,000. For this reason blank spaces} 
may indicate an amount of less than $500 or that the information is lacking. Zeros indicate 
that the seminary has no asset or liability of the kind specified in the heading. A dis 
crepancy of $1,000 between totals and the sum of the items reported is due to the practice} 
of reckoning more than half as a unit. r Pat | 
? Plus other assets, valuation not stated, * Includes library staff and extension: | 
“Includes Administration. ® Undifferentiated. “ 


444 


a) 
a 
b 


5 

2 
20 
40 
46 
200 


fetslaleietsialece iseul 


: 
i 
: 
; 


o | 





/{INARIES IN THOUSANDS OF DOLLARS, 1920-21! 


| EXPENSES INCOME 
IB Other |ToraL 
- Admin or Not Other 
istra- Pro- Instruc- Main- é Speci- Endow- Individ- or Not 
tom motion tion tenance Library fied ment Tuition uals Church Specified 
_ ~ — ~- — os 22 10 —- — 13 — 
: 4 2 20 3 -- 10 aa 17 —— 3 aI I 
i ee —_ — — _— — 3 — — —_— — — 
| II 3 25 18 2 10 66 50 — I 13 I 
| 8 2y 1.30 7 aes GL SAW ETAL rg ay 
— I3- — 3 40 0 ee 
mains = ees —— made. — 11g — — —_— — — 
Ss a — — — — 16 femes = ome —= so 
i °%2 I 60 — 12 cae ak: — — — — oes 
cer oe = — i — 45 — — — — co 
: 12 2 28 17 3 14 68 44 — 3 8 13 
== — 4 a 9 I 3 3 a on i — 
=e —— = ee —P ma 25 aro rae mons as —- 
4 I 17 5 I _ 28 13 — 7 7 I 
: 2 — 15 7 a 4 $ 20 I 5 we — 
_-_ - oe Se I 4 3 —- = Io — 
— — _ — -- — 34 28 — 6 _-_ — 
6 — 36 13 — asd 3 140 3 gs — 3 
i’ 28 I 59 51 Gay Ade IGS. 110 0 22 0 47 
I —_ 7 6 — 3 18 17 ~~ — — I 
oo _ — — — — 28 25 2 2 — — 
Tr eee — =a ee a 40 <4 oe om 3 — 
ae = dita fies ins jake! 18 posite a th —— eae — 
— — 15 4 I 2 20 8 — ~— 10 2 
2 I 16 3 4 5 33 20 -— — 13 _- 
Fj I 18 8 3 10 47 44 ee I I I 
oo 7 7 73 — 5 14 13 _ — — I 
I _ 9° — — I um’ — o —- — I 
—_ —_ 12 6 — - ZO 
5 2 II 4 — 7 23 2 — 21 — — 
48 — — —_ 4 17 69 4I 2 16 — 10 
34 Retin C4 89 20 84 337 2090 30 7 — 10 
2 I 17 4 I - 25 18 —- _ 7 
a, eo 8 12 — I 24 10 — 65> — 8 
5 -- 6 _— — I 12 6 I -— 3 3 
4 — 26 12 3 9 48 27 _—_ — 19 2 
/  o— — II I I — 13 — _ — 13 oo 
.— I 20 13 I —- 34 25 — 4 5 eer 
| 3 ~ 16 o — I 21 15 _ no 6 — 
| I — 8 3 I I 4 — — — 14 — 
,asured for this amount, no other estimate given. 
\cems do not add to totals reported. * Excludes present value of site. 
toot of Divinity School, endowment at time of consolidation with college. Undif- 
‘ncludes new campus valued at $85,000. 11 Salaries in Slavic Department. 
| Ustimated, 18 Debt Service. 14 Plus 75 acres of farm land. 


\ichool is being practically refounded and data should be so understood. Chapel costing 
|oo is about to be built. 

fine book value of the plant and equipment is $2,210,000 with current assets of $105,000. 
| stimated present value of the plant is reported as $2,725,000. 

‘During 1922-1923 Andover and Harvard Theological School together spent about 
00; administration, $27,000; instruction, $69,000; and library, $7,000. The income 
ar con. At the time of consolidation Andover had an endowment of $780,000 and 
|rd Theological School, $698,000. 


| 445 








INDEX 


\cademic measurements, 49 

Accounting, 208 

Administration in theological edu- 
cation, 41 

\lumni, 170 

Andover Theological Seminary, 

changed location, 27 

founding of, 24 

historical study of seminary pro- 
gram, 65 

‘Annuities, funds subject to, 197 

irchitecture, courses on, 134 

Art, course on, 134 

issets, permanent fund, 188 

itlanta Theological Seminary, 251 

requirements for admission and 
graduation, 53 

,uburn Theological Seminary, 308 

,urora College, Department of Bib- 
lical Literature, 254 

\ustin Presbyterian Theological 
Seminary, 362 


Sachelors of Divinity, number of, 


4! 

sangor Theological Seminary, 279 

requirements for admission and 
graduation, 53 

‘asic principles in theological teach- 
ings, 38 

jerkeley Baptist Divinity School, 


239 
ierkeley Divinity School, 246 
‘ethany Bible School, 257 
requirements for admission and 
graduation, 52 
ethel Theological Seminary, 203 
iblical Seminary in New York, 146, 
315 
ishop’s ap Terey (Divinity Fac- 
: ulty), 39 
loomfield Theological Seminary, 


300 . > 
_oards of Trustees, organization of, 


214 : 
-onebrake Theological Seminary, 
331 ; 
-oston Theological Seminary, 325, 
149 
program charts, 118 


Boston University, see “Boston 
Theological Seminary,” 25 

Brandon College, 375 

Broadview Theological Seminary, 


256 
Brooks, Phillips, 147 
British Columbia, 
schools in, 
Columbian Methodist College, 371 
Westminster Hall, 373 
Budgets, 209 
Buildings, 199 


theological 


California, theological schools in, 
Berkeley Baptist Divinity School, 


239 
Church Divinity School of the 
Pacific, 239 
Pacific School of Religion, 240 
Pacific Unitarian School for the 
Ministry, 238 
San Francisco Theological Semi- 
nary, 242 
Campus, 199 
Canada, function and organization 
of seminaries in, 210 
Candler School of Theology, 251 
Canton Theological Seminary, 312 


Career Bulletins, 234 


“Catechetical Exercises on the Pre- 
ceding Lecture,” 24 

Central Theological Seminary, 333 

Central Wesleyan Theological Sem- 
inary, 298 

Chapels, 202 

Charts, program, of twelve selected 
seminaries, 110 

Chicago Lutheran Theological Sem- 
inary, 2 

Chicago Seminary, changed loca- 
tion, 27 

Chicago Theological Seminary, 258 

Christian Divinity School, 334 

Christian unity, seminaries contri- 
bution to, 233 

Church, and industry, 134 

material offered by, 103 
seminaries, 425 
Church Divinity School of the Pa- 


cific, 239 
[447] 












| 


THEOLOGICAL EDUCATION IN AMERICA 


Church history, earning power of 


this department in twelve 
seminaries, 128 
Churches, 


city, course on, 131 
rural, course on, 132 
City Churches, course on the, 131 
Clinical training, courses on, 145 
Clubs, local, 48 
Colgate Theological Seminary, 313 
requirements for admission and 
graduation, 52 
Colgate University, founding of, 25 
College of St. John the Evange- 
list, 245 
College of the Bible, 
Ky., 192, 276 
program charts, 124 
College preparation, 164 
College sources of theological stu- 
dents, 162 
Colorado, theological schools in, 
Iliff School of Theology, 243 - 
College of St. John the Evan- 
gelist, 245 
Columbia Theological 


Lexington, 


Seminary, 


35 
Columbian Methodist College, 371 
Community, relation between semi- 
nary and, 225 
Concordia Theological 
269, 295 
three trustees, 34 
Conference of Theological Semi- 
naries and Colleges in United 
States and Canada, 228 
Congregational College of Canada, 


Seminary, 


393 
Connecticut, theological schools in, 
Berkeley Divinity School, 246 
Hartford Theological Seminary, 


247 
Yale Divinity School, 249 
Controls, of seminaries, 31 
Codperative Bureau of Educational 
Research, 153 
Courses, 
distribution and concentration of, 
given in seminaries, 53 
seiected, offered by seminaries, 
131 
summary of courses given in 1870, 


4 
in 1895, 86 
in 1922, 87 
Crane Theological School, 292 
Crozer Theological Seminary, 342 


[448 ] 


Danish Baptist Theological Semi- 
nary, 270 
Data, sources of, for this volume, 
403 
Deficits, 209 
Degrees, 
faculty, 42 
sources of, in 139 theological sem- 
inaries, 416 
De Lancey Divinity School, 310 
changed location, 27 
Democracy, seminaries 
ing, 230 
Denominational groups, representa- 
tive, programs of, 9I 
other groups, 100 
Denominational sources of theo- 
logical students, 160 
Diocesan Theological College, 395 
Divinity Hall, Montreal, administra- 
tion of, 41 
Divinity School of the Protestant 
Episcopal Church in Phila- 
delphia, 349 
Divinity School, University of Chi- 


interpret- 


cago, 144, 146, 260 
stipulations and declarations, 40 
Doctrines, perpetuation of the 

church, 192 
Drake University College of the 
Bible, 271 


Drew Theological Seminary, 306 
and endowment funds, 188 
Dutch Reformed Church seminary 
at Flatbush in 1774, 25 


Earning power, of five departments 
in twelve seminaries, 130 
church history department, 128 
English Exegesis and Systematic 
Theology, 129 
Greek, 129 
Hebrew, 129 
Eden Theological Seminary, 295 
Emmanuel College, Saskatchewan, 
IQI . 
Endowment funds, 188 
Endowment per capita, 198 
English exegesis: Systematics, earn- 
ing power of this department 
in twelve seminaries, 129 
Enrollment, tendency of, 172 
Entrance requirements, 49 
Environmental influences, 
city residence, 155 
college sources, 162 
denominational sources, 160 








INDEX 


Environmental influences, 
home states, 155 
migration, 157 
occupation of fathers, 154 
Episcopal Theological School, 287 
nine board members, 34 
Ethical power, seminaries as centers 


of, 235 
Evangelical Lutheran Theological 
Seminary, 329 
Evangelical School of Theology, 
Reading, Pa., 355 
chief emphasis laid on exegesis, 
109 
program charts, 126 
WE eho Theological Seminary, 
2 
requirements for admission and 
graduation, 52 
Evangelism, 
courses on, I4I 
material offered by 103 semi- 
naries on, 429 
Exegetical theology, 62 
Expenditures, 205 


' Faculty degrees, 42 


Faculties of seminaries, 28 
ecclesiastical relations of mem- 
bers of, 35 
retiring allowance for, 43 
selection of, 215 
time for research, 44 
typical stipulations and declara- 
tions for, 35 
Fathers of students, occupations of, 
rgd 554 
Finances, 
accounting, 208 
administration of seminaries, 231 
assets of plant, 199 
buildings, 199 
campus, 199 
chapels, 202 
interiors, 200 
libraries, 201 
other equipment, 202 
budgets, 209 
current assets, 203 
deficits, 209 
endowment fund, 188, 198 
evaluation of data, 187 
expenditures, 205 
funds subject to annuities, 197 
income,’ 203 
investments, 198 
methods of securing funds, 191 


Finances, 
permanent fund assets, 188 
perpetuation of church doctrines 
in procuring, 192 
present status, 193 
productive endowment, 195 
reports of seminaries in thou- 
_ sands of dollars, 440 
unproductive endowment, 197 
Financial limitations under which 
seminaries work, 54 
Flatbush, Dutch Reformed semi- 
nary in, in 1774, 25 
Foreign students in seminaries in 
this country, 439 
Full time teaching, 47 
Function and organization, 210 
Funds, 
endowment, 188 
methods of securing, 191 


Garrett Biblical Institute, 147, 265 
history of courses given, 68 
six board members, 34 
General Theological Seminary, 316 
history of courses given in, 70 
program charts, I17 
Georgia, theological schools in, 
Atlanta Theological Seminary, 251 
Candler School of Theology, 251 
Mercer University School of The- 
ology, 253 
Gordon College of Theology and 
Missions, 284 
Graduation, requirements for, 51 
Greek, earning power of this course 
in twelve seminaries, 129, 130 
Group observations, 88 


Hamilton, Baptist seminary at, 25 
Hamma Divinity School, 338 
Hartford Seminary Foundation, 
statement of faith of, 39 
Hartford Theological Seminary, 247 
Hartwick, Lutheran seminary at, 25 
Harvard College, 
early days of, 23 
reason for founding, 23 
Harvard Theologjcal School, 290 
courses given, 54 
historical study of 
program, 64 
stipulations and declarations, 40 
Hebrew, earning power of this de- 
partment in twelve semi- 
naries, 129, 131 


[449] 


seminary 





THEOLOGICAL EDUCATION IN AMERICA | 


Historical development of theologi- 
cal education, 174 

Historical theology, 62 

History of the Theological Semi- 

nary in Virginia, 195 

Home states from which students 
are drawn, 155 

Homiletics, courses on, 135 

Huron College, Ontario, 191, 381 


Iliff School of Theology, 243 
Illinois, theological schools in, 
Aurora College Department of 
Biblical Literature, 254 
Bethany Bible School, 257 
eben Theological Seminary, 
25 
Chicago Lutheran 
Seminary, 266 
Chicago Theological 
258 
Concordia Theological Seminary, 
269 
Divinity School, University of 
_ Chicago, 260 
epee Theological Seminary, 
2 
Garrett Biblical Institute, 265 
McCormick Theological Semi- 
nary, 262 
Northern Baptist 
Seminary, 256 
Norwegian - Danish Theological 
Seminary, 256 
Ryder Divinity School, 257 
Seth Theological Seminary, 
25 
Union Theological College, 256 
Western Theological Seminary, 
264 
Income, 203 
Industry and the church, 134 
material offered by, 103 
seminaries on, 425 
Influences, 
environmental, 154 
Vocational, 166 
Intellectual power, seminaries as 
centers of, 235 
International Baptist Seminary, 302 
Interseminary Alliance, 168 
Investments, 198 
Iowa, Theological Schools in, 
Danish Baptist Theological Semi- 
nary, 270 
Drake University College of the 
Bible, 271 


[450] 


Theological 


Seminary, 


Theological 


Iowa, Theological Schools in, 
University of Dubuque Theologi- 
cal Seminary, 273 


Juniata College, School of Theology, 
basic principles of scripture, 38 


Kansas, theological schools in, 
Kansas City Baptist Theological 
Seminary, 275 
Kansas City School of Theology, 
27 
Kansas 
Seminary, 275 
Kansas City School of Theology, 
274 
Kentucky, theological schools in, 
College of the Bible, 276 
outhern Baptist Theological 
Seminary, 278 
Presbyterian Theological Semi- 
nary, 278 
Kimball School of Theology, 339 
Kings Coleen Faculty of Divinity, 


4 
City Baptist Theological 


37 
Knox College, Toronto, 191, 383 


Lane Theological Seminary, 328 

Libraries, 201 

Luther Theological Seminary, 293 

Luther Theological Seminary and 
Training School, 293 

Lutheran Theological Seminary, 343 

history of courses given in, 72 

Lutheran Theological Seminary 

(Mt. Airy), 349 


Maine, theological schools in, 
Bangor Theological Seminary, 
279 
Manitoba, theological schools in, 
Brandon College, 375 
Maryland, theological schools in, 
Westminster Theological Semi- 
nary, 281 
Massachusetts, theological schools 


in, ; 
Boston University School of The- 
ology, 283 
Crane Theological School, 292 
Episcopal Theological School, 287 
Gordon College of Theology and 


Missions, 284 
Harvard School, 


Theological 
290 
New Church Theological School, 
289 ! 








INDEX 


Massachusetts, theological schools 


in, 
New England School of Theol- 
ogy, 286 
oe Theological Institution, 
263 
Matriculation, requirements for, 29 
Sin Theological Seminary, 
262 
changed location, 27 
McMaster University, Faculty of 
Theology, 385 
Meadville. Theological 
109, 347 | 
led the way in adopting contrac- 
tual plan of retiring allow- 
ance for faculty members, 43 
program charts, 127 
Mercer University School of The- 
ology, 253 
requirements for admission and 
graduation, 53 
Methodist Episcopal church pro- 
grams of study in seminaries 
under, 97 
Migration, 157 
Ministers, 
present conditions, 183 
reputed shortage of, 177 
status of, 181 
Missions, 
courses on, 139 
material offered by, 103 
seminaries on, 426 
Minnesota, theological schools in, 
Bethel Theological Seminary, 


Seminary, 


293 
Luther Theological Seminary, 293 
Luther Theological Seminary and 
Training School, 293 
Missouri, theological schools in, 
Central Wesleyan Theological 
Seminary, 298 
Concordia Theological Seminary, 


295 
Eden Theological Seminary, 295 
Xenia Theological Seminary, 296 
Moravian College and Theological 
Seminary, 340 
Mount Allison University; Theo- 
logical Department, 376 
Music, courses on, 135 


Nast Theological Seminary, 324 
Nebraska, theological schools in, | 
Presbyterian Theological Semi- 


nary, 299 


New Brunswick, theological schools 


in, 
Mount Allison University; Theo- 
logical Department, 376 
New Church Theological School, 
Cambridge, Mass., 289 
program charts, 116 
New Bogie’ School of Theology, 


2 
Yew Jersey, theological schools in, 
Bloomfield Theological Seminary, 


300 
Drew Theological Seminary, 306 
International Baptist Seminary, 
302 
Princeton Theological Seminary, 


303 
Theological Seminary of the Re- 
formed Church in America, 


305 
New York, founding of Protestant 
Episcopal seminary in, 25 
New York, theological schools in, 
Auburn Theological Seminary, 308 
Biblical Seminary in New York, 
315 
De Lancey Divinity School, 310 
Canton Theological Seminary, 312 
Colgate Theological Seminary, 313 


Dae Theological Seminary, 

31 

Rochester Theological Seminary, 
321 


Union Theological Seminary, 318 
Northern Baptist Theological Semi- 
nary, 256 
Norwegian - Danish Theological 
Seminary, 256 
Nova Scotia, theological schools in, 
Kings College, Faculty of Di- 
vinity, 378 
Number of students, 
alumni, 170 
historical tendencies, 174 
present numbers, 171 
special students, 171 
tendency of enrollment, 172 
transfers and withdrawals, 171 


Oberlin Graduate School of The- 
ology, 336 : 
history of courses given in, 74 

program charts, 125 
Ohio, charts of students from other 
states in seminaries in, 159 
charts of students from, in semi- 
naries in other states, 158 


[451] 








Ohio, theological schools in, 
Bonebrake Theological Seminary, 


331 
Central Theological Seminary, 333 
Christian Divinity School, 334 
Evangelical Lutheran Theological 
Seminary, 329 
Hamma Divinity School, 338 
Lane Theological Seminary, 328 
Nast Theological Seminary, 324 
Oberlin Graduate School of The- 
ology, 336 
Witmarsum Theological 
nary, 326 
Ontario, theological schools in, 
Knox College, 383 
Huron College, 381 
McMaster University, Faculty of 
Theology, 385 
Queens Theological College, 379 
Trinity College, Faculty of The- 
ology, 387 
Victoria College, Faculty of The- 
ology, 388 
Wycliffe College, 390 
Open Letters to College Seniors, 
234 
Oregon, theological schools in, 
Kimball School of Theology, 329 
Organization, representative types 
of, 103 


Semi- 


Pacific School of Religion, 240 
Pacific Unitarian School for the 
Ministry, 238 
requirements for admission and 
graduation, 52 
Part time teaching, 47 
Passing grade, 51 
Pennsylvania, theological schools in, 
Crozer Theological Seminary, 342 
Divinity School of the Protestant 
Episcopal Church in Philadel- 
phia, 349 
Evangelical School of Theology, 


355 
Lutheran Theological Seminary, 


343 
Lutheran Theological 


Mt. Airy), 349 
Meadville Theological 


Seminary 
Seminary, 


347 
Moravian College and Theologi- 
cal Seminary, 340 
Pittsburgh Theological 


352 
[452] 


Seminary, 


THEOLOGICAL EDUCATION IN AMERICA 








schools 


in, 
Reformed Church Theological 
Seminary, 345 
Reformed Presbyterian Theologi- 
cal Seminary, 352 
Susquehanna University School 
of Theology, 356 
Temple University, School of 
Theology, 350 
Theological Seminary of the Re- 
formed Episcopal Church, 349 
Western Theological Seminary, 
354 
Permanent fund assets, 188 
other assets, 197 
Pittsburgh, Reformed Presbyterians 
seminary at, 25 


Pennsylvania, theological 


Pittsburgh Theological Seminary, 
352 

“Positive and Controversial Divin- 
ity,” 24 


Practical theology, 62 
Presbyterian church, programs of 
studies of seminaries under, 


QI 
Presbyterian College, 396 
Presbyterian Theological College, 

399 
Presbyterian Theological Seminary, 

278, 299 
Princeton, Presbyterian school for 

ministers at, 25 
Princeton Theological 

193, 303 

courses given at, 54 

degrees of professors in, 43 

history of courses given in, 77 
Productive endowment, 195 
Problems in theological education, 

210 . 
Professional societies, 47 Was 
Program of study, charts of, of 

twelve selected seminaries, 

110 
Programs ; 

comparison of, of Presbyterian, 

Methodist Episcopal and 

Protestant Episcopal semi- 

naries, Ol 

other groups, 100 
of 1870, 84 
of 1895, 86 
of 1922, 87 
of representative denominational 
groups, QI 
other groups, 100 


Seminary, 








INDEX 


Programs, 
representative types of organiza- 
tion, 103 
Property, see “Finances and prop- 
erty’ 
Prophetic gift, seminaries neglect- 
ing, 236 
Protestant Episcopal Church, pro- 
grams of study in seminaries 


under, 94 

Protestant Episcopal Theological 
Seminary in Virginia, 146, 
368 


Quebec, theological schools in, 391 

Bishop’s University (Divinity 
Faculty), 391 

Congregational College of Can- 
ada, 303 

Diecesan Theological College, 395 

Presbyterian College, 3096 

Wesleyan Theological College, 


393 
Queens Theological College, 379 


Records, concerning students, 166 
Reformed Church Theological Sem- 
inary, 345 
changed location, 27 
Reformed Presbyterian Theological 
Seminary, 352 
program charts, 115 
Religious education, 
courses on, 142 
material offered by, 103 
seminaries on, 430 
Residence, 155 
Rochester Theological 
321 
history of courses given in, 79 
Rural churches, course on the, 132 
Ryder Divinity School, 257 


Seminary, 


Sabbatic leave, 45 

St. Chad’s College, 191, 308 

San Francisco Theological Semi- 
nary, 242 

Saskatchewan, theological schools 


in, 
Presbyterian Theological College, 


399 
St. Chad’s College, 308 
Scholarship, productive, 45 
Science, seminaries, interpreting, 229 
Segregation, tendency toward, 170 
Seminary method in teaching, 57 


Seminaries, 
advisable or necessary, 213 
as agencies of recruiting, 234 
buildings, 199 
campus, 199 
centers of intellectual and ethical 
power, 235 
chapels, 202 
city church material offered by, 
103, 422 
clubs, local, 48 
oes preparation of students in, 
164 
composite programs, 
of 1870, 84 
of 1895, 86 
of 1922, 87 
contribution to Christian unity, 
233 
control of, 31 
distribution and concentration of 
courses, 53 
earning power of five departments 
in twelve, 130 
church history department, 128 
English Exegesis and Syste- 
matic Theology, 129 
Greek, 129 
Hebrew, 129 
ecclesiastical relations of faculty 
members, 35 
educational standards of, 219 
education value of, enhanced, 222 
enlarging responsibility of, 225 
enrollment, graduates and degrees 
for 1922, 412 
entrance requirements, 49 
equipment, 202 
equipment in personnel, 41 
faculties of, 28 
faculty degrees, 42 
financial administration, 231 
financial limitations of, 54 
financial reports of, in thousands 
of dollars, 440 
graduation, requirements for, 51 
group observations of studies 
given in, 88 
eee study of programs of, 
a 
how many types of, 221 
in United States and Canada, 405 


institutional control, American 
theory of, 31 
application of this method to, 


rpidipate 
interiors, 200 


[453] 








Seminaries, 
interpreting science and democ- 
racy, 229, 230 
libraries, 201 
life of students, 167 
location of, 27 
meeting their responsibility, 227 
‘methods of teaching, 54 
neglecting prophetic spirit, 236 
number of, 26 
of small enrollment, 106 
organizing boards of trustees, 214 
passing grade, sq 
productive scholarship, 45 
Program charts of twelve selected, 
IIO 
programs of, in representative de- 
nominational groups, 91 
other groups, 100 
programs of study, 61 
relation to community, 225 
requirements for matriculation, 29 
research done by faculty, 44 
retiring allowances for faculty 
members, 43 
rural church material offered by, 
103, 423 
sabbatic leave, 45 
selected courses offered by, 131 
selection of faculties, 215 
sources of degrees in, 130, 416 
spiritual life, 58 
standardization of, 219 
students, 152 
survey of history of courses given 
in seven seminaries, 63 
Garrett Biblical Institute, 68 
General Theological Seminary, 


70 
Lutheran Theological Seminary, 


72 
Oberlin Graduate Schoo] of 
Theology, 74 


Princeton Theological Semi- 
nary, 77 
Rochester Theological: Semi- 
nary, 79 


ae Theological Seminary, 

2 

teaching, full and part time, 47 

teaching load, the, 46 

too great a number of, 213 

types of, 29 

typical stipulations and declara- 
tions for faculty members, 35 

university, 103 

wealth of, 26 


[454] 


THEOLOGICAL EDUCATION IN AMERICA 


Seminaries, 

what are, 210 

what should be taught in, 218 
Seminary, definition of word, 28 
Societies, professional, 47 
Sources, of this volume, 403 
South Carolina, theological schools 


in, 

rere Theological Seminary, 
35 

Southern Lutheran Theological 
Seminary, 3590 

Southern Baptist Theological Semi- 

nary, 278 

program charts, 114 

requirements for admission and 
graduation, 52 


Southern Lutheran Theological 
Seminary, 359 
Southern Methodist University, 


School of Theology, 364 
Southwestern Baptist Theological 
Seminary, 366 
no scholastic requirements for 
admission, 30 
requirements for admission and 
graduation, 52 
Special students, 171 
Spiritual life, 58 
States, rank of, in ministerial stu- 
dents, 442 
Students, 152 
environmental influences, 154 
foreign, a table, 439 
life of, in seminaries, 167 
number of, 170 
special, 171 
supply and demand for ministers, 


177 
Study, vocational influences, 166 
composite programs of, in 1870, 
8 


4 
in 1895, 86 
in 1922, 87 
four classifications of, 62 
historical study of programs, 63 
group observations of programs 
of, 88 
programs of, 61 
programs of representative de- 
nominational groups, 91 
other groups, 100 
Supply and demand of ministers, 
177 
Susquehanna University School of 
Theology, 356 
Swedish Theological Seminary, 256 





. 





INDEX 


Systematic theology, 62 
material offered in seminaries on, 
436 


Tables, 406-439 
Teaching, 
academic measurements, 49 
best methods of, 224 
full and part time, 47 
methods of, 54 
professional societies, 47 
seminar method in, 57 
what should seminaries teach, 218 
Temple University, School of The- 
ology, 350 
Tennessee, theological schools in, 
Vanderbilt University School of 
Religion, 360 
Texas, theological schools in, 
Austin Presbyterian Theological 
Seminary, 362 
Southern Methodist University, 
School of Theology, 314 
Southwestern Baptist Theological 
Seminary, 366 
Theological education, 
academic measurements, 49 
administration, 41 
best methods of teaching, 224 
college preparation for, 164 
entrance requirements for a, 49 
environmental influences, 154 
equipment in personnel, 41 
financial limitations, 54 
full and part time teaching, 47 
graduation, requirements for, 51 
historical development of, 174 
how may value of, be enhanced, 
222 
how many types of seminaries, 221 
methods of teaching, 54 
passing grade in, 51 
per capita cost of, 207 
research done by faculties of, 44 
retiring allowances for faculty 
members, 43 
selected courses offered by semi- 
naries, 131 
selection of faculties, 215 
spiritual life, 58 
standardization of seminaries, 219 
study, programs of, 61 
supply and demand for ministers, 


177 
the teaching load, 46 
tradition, 153 
types of seminaries, 29 


Theological education, 
vocational influences, 166 
see also “Seminaries” 
Theological Seminary of the Re- 
formed church in America, 
_ 305. 
stipulations and declarations, 38 
Theological Seminary of the Re- 
formed Episcopal Church, 349 
Tradition, 153 
Training, spiritual, 59 
Transfers, of students, 171 
Trinity College, Faculty of Divinity, 


CO SOE 307 
Trinity Seminary of Dana College, 
109 
Trustees, organization of boards of, 
214 


Tuition, free, 232 


Union Theological Seminary, New 
York, 144, 193, 256, 318, 269 
educational administration, 41 
declaration of loyalty, 30 
history of courses given in, 82 
program charts, 121 
Union Theological Seminary, Rich- 
mond, Va., 113 
United States, function and organi- 
zation in seminaries in, 211 
University of Dubuque Theological 
Seminary, 273 
University of Chicago Divinity 
School, degrees of faculty of, 
43 
University seminaries, 103 
Unproductive endowment, 197 


Vanderbilt University School of 
Religion, 363 
Vermont, Methodist seminary in, 25 
Victoria College, Faculty of The- 
ology, 388 
Virginia, theological schools in, 
Protestant Episcopal Theological 
Seminary in Virginia, 368 
Union Theological Seminary, 369 
Vocational influences, 
records, 166 
student life, 167 i 
tendency toward segregation, 170 


Wesleyan Theological College, 393 
Western Theological Seminary, 264, 
354 
program charts, 122 


[455] 








THEOLOGICAL EDUCATION IN AMERICA 


Westminster Hall, 373 
Westminster Theological Seminary, 


109, 281 
Withdrawals, of students, 171 
Witmarsum Theological Seminary, 


IIO, 32 
Wycliffe College, 390 


[456] 


Xenia Theological Seminary, 25, 296 


Yale Divinity School, 249 
courses given, 54 
Young eae Christian Association, 
I 








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